University Innovation Fellows - User contributions [en]

School:Arizona State University

2017-01-18T18:49:28Z

Kaleia Kramer:

= Overview – A New American University 3 =

President Michael M. Crow has positioned [http://www.asu.edu/ Arizona State University] as the model for a New American University. A model that measures success not by who it excludes, but by who it includes; a model that pursues research and discovery that benefit the public good and assumes major responsibility for the economic, social and cultural vitality as well as the health and well-being of the community.

[http://ui.asu.edu/ The Office of University Initiatives(UI)] is a cultural catalyst at ASU. UI helps ASU meet its innovation needs by connecting ideas with people and resources to make an impact. Through collaboration with other offices and departments across the university, in addition to state, national and international leaders, UI helps to shape and realize ASU’s innovation goals. Much of UI’s work falls into five overlapping categories: advancing ASU’s New American University agenda, entrepreneurship, social embeddedness, university innovation, and education. UI is the chief advocate for entrepreneurial thinking and activity across the university.

[http://studentventures.asu.edu/ The Edson Student Entrepreneurship Initiative] is ASU’s premier student start-up competition. This year, students can win up to $20,000 in funding, as well as mentoring and office space to advance their venture ideas. The Initiative offers rolling admissions with two stages for advancement. Students can be placed in an incubator stage or an accelerator stage. Non-profit and for-profit initiatives are both encouraged. And students have responded with a number of innovative ventures. The G3Box project focuses on converting steel shipping containers into medical grade clinics by outfitting them with the basic components of power, ventilation, potable water, and insulation to create sustainable medical clinics that address critical health needs in poor countries.

ASU previously had a unique two-distinct Engineering School model. [http://engineering.asu.edu/ The Ira A. Fulton Schools of Engineering] is the flagship traditional school, while [http://innovation.asu.edu/ The College of Technology and Innovation] embodied the values of engaged learning, including a strong connection with industry and entrepreneurship. The hands-on approach model of the latter school requires students to build and design solutions to meet real industry needs; the model appears to be making an economic impact. The College of Technology and Innovation is now part of The Ira A. Fulton Schools of Engineering and is known as The Polytechnic School.

The engineering firm Honeywell, previously hired all College of Technology and Innovation students who worked on a successful airplane brake system. Separately from that, the city of Chandler, Arizona approved a 50-year lease with the College of Technology and Innovation. The city will retrofit a building to house the College’s teaching and research programs. These programs are estimated to provide a $23.8 million economic impact in the next five years, by providing the intellectual capital for the city’s high tech companies such as Intel.

Even with successful and innovative programs, about 20 percent of the university’s population may not fully accept change. However, experience provides a helpful ameliorative blueprint. Consistency and a clear articulation of the president’s vision usually earn the respect of skeptics. ASU’s quest as a New American University has also been helped by the President’s intuitive understanding of internal constituencies, and an ability to maintain enough dynamism to make concessions where necessary. President Crow has also built a capable and competent senior leadership team. Most importantly, ASU’s leadership team recognizes that innovation, by necessity, means not being constrained by conventional thinking. Thus with creativity, there are no obstacles that cannot be managed.

Just as a bell, innovation without movement does not ring. So go ahead, let innovation ring - join the movement for a New American University.

Below is an enumeration of ASU’s programs and initiatives that support the five buckets in the NACIE sponsored university commitment letter.

For an in depth look at our campus's offerings, take a look at our [https://docs.google.com/spreadsheets/d/1Vq2MKJXk_ER8Rz-qkuAOeSyZX7sokRqkKNzp9llCu3Y/edit?usp=sharing University Innovation Landscape Canvas]. 

= Student Entrepreneurship =

At Arizona State University, entrepreneurship is about bringing innovative ideas out into the world. These ideas might be socially, economically, artistically or intellectually motivated, or some combination thereof.

At ASU, entrepreneurship is not concentrated in just the field of business, nor is it housed in an entrepreneurial institute or school. Instead, entrepreneurship opportunities are offered in and out of the classroom, and in a wide variety of programs departments and schools. These include:

The Edson Student Entrepreneurship Initiativeharnesses the entrepreneurial energy, excitement and creativity of ASU’s student body. It provides funding, office space and training for teams of students across the university to explore their innovative ideas for business products and services. These teams typically work in partnership with faculty, researchers and successful entrepreneurs from both the academic and private sectors. The Edson Student Entrepreneur Initiative has been made possible by an investment of $5.4 million from Orin Edson to the Arizona State University Foundation.
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Funding:The endowment provides a total of $200,000 annually in seed funding.</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Each year, 10 to 15 teams will be granted $5,000 to $20,000 to subsidize expenses for developing their new venture. Money granted could be used for such things as market research, building a prototype, and legal fees</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Office Space:Winning teams are awarded office space at [http://skysongcenter.com/ SkySong], located in South Scottsdale, through their award year.</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>The SkySongfacility provides a professional setting for early stage entrepreneurs to develop their ventures and also to interact and learn from peer entrepreneurs, local, and international businesses</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Training and Coaching:Throughout the award year teams participate in a series of workshops with guest speakers that include successful entrepreneurs and professionals with relevant expertise</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Team members are offered entrepreneurial training courses at SkySongand/or nonprofit training courses by ASU’ s[https://lodestar.asu.edu/ Lodestar Center for Philanthropy and Nonprofit Innovation]. Teams are also provided ongoing entrepreneurial coaching by Edson staff.</li>
</ul>

 [http://innovationchallenge.asu.edu/ ASU Innovation Challenge] seeks undergraduate and graduate students who are dedicated to making a difference in the local and global communities through innovation. Students can win up to $10,000to make their innovative project, prototype, venture or community partnership ideas happen.
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Students are provided opportunities to practice their skills in teamwork, leadership, project development, business plan creation, public speaking, and network creation</li>
</ul>

 [http://theatrefilm.asu.edu/initiatives/pave/ The Performing Arts Venture Experience (P.A.V.E)] paves the way to the future of the arts by investing in student innovation and creativity, supporting arts entrepreneurship education and undertaking entrepreneurial activities. Funded by a generous grant by the [http://www.kauffman.org/ Kauffman Foundation], there are four major components of P.A.V.E:
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Arts entrepreneurship classes such as Foundations of Arts Entrepreneurship, Arts Entrepreneurship Seminar, TheatreOrganization and Management and Independent Film;</li>
<li>Investment in, and support for, student initiated arts-based ventures, both for- and not-for-profit;</li>
<li>Faculty development and research in arts entrepreneurship; and</li>
<li>Public programming on arts entrepreneurship including speakers, workshops and symposia.</li>
</ul>

 [http://10000solutions.org/ 10,000 Solutions] is a place to showcase and collect innovative ideas that solve local and global challenges. ASU views this project as an experiment that leverages the power of collaborative wisdom to create a solutions bank. The 10,000 Solutions Project explores what can be accomplished when passionate people join a community that works together to build upon each other’s innovative ideas and create change.

Funding:The program is funded by [http://www.kauffman.org/what-we-do/programs/entrepreneurship/kauffman-campuses-initiative Kauffman Campuses Initiative] which supports innovation and entrepreneurship at ASU and beyond. The program provides up to $10,000 to fund good ideas from students, staff, faculty and community members.

[http://cronkite.asu.edu/ The Cronkite School] students (and faculty) are encouraged to submit ideas for [https://www.newschallenge.org/ Knight News Challenge] (and won) and for [http://www.newmediawomen.org/site/about_this_initiative/ J-Lab Women Entrepreneurs] grants. Those winners are heralded as much as winners of journalism contests

ASU also strives to deliver research breakthroughs and achieve discovery in a broad range of strategic research areas including:
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>[http://nmil.jmc.asu.edu/ The New Media Innovation Lab], Operated by The Cronkite School, is a research and development program designed to help media companies create new and exciting multimedia products. The lab brings together students from across campus – journalism, business, computer engineering and design, to develop a variety of products, including an iPhone app and widgets and Facebook applications.</li>
<li>[https://nursingandhealth.asu.edu/ The ASU College of Nursing and Health Innovation] has had more than $27.5 million in awards from the National Institutes of Health (NIH) and other corporate agencies since 2005. The research focus of ASU nursing and health program provides short and long-term economic benefits. In the short term, Arizona benefits economically from grant funding. In the longer term, Arizonans benefit from medical improvements in research findings, and the commercial impact of potential tech transfer.</li>
<li>[http://www.azcati.com/ The Arizona Center for Algae Technology and Innovation(AzCATI)], located at ASU, has been a pioneer in algae research as a source of low-cost, sustainable biofuel. The Laboratory was contracted by the Department of Energy to research and develop algae conversion.</li>
</ul>



[http://innovation.asu.edu/startupvillage Startup Village]

Startup Village is a student led initiative to create a residential community of innovators and entrepreneurs who will lead the I&E movement on the ASU Polytechnic campus, and create companies and movements within an immersive and collaborative environment. Startup Village is made up of 16 houses that house 30 student entrepreneurs and innovators as well as a community house for the purpose of housing prototyping equipment and collaborative spaces. ASU Chandler Innovation Center =

= Faculty Entrepreneurship =

ASU’s The Pathways to Entrepreneurship Grant(PEG) program provides funding to faculty/staff who wish to implement or enhance entrepreneurship curricular or co-curricular programs. The following programs all have some roots grounded in the in the Pathways to Entrepreneurship Grant.

[http://www.law.asu.edu/tvg/InnovationAdvancementProgram.aspx Innovation Advancement Program]at the [http://www.law.asu.edu/ Sandra Day O’Connor College of Law]: This program provides legal and consulting services to start-up enterprises and entrepreneurs.
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Team Leader: Eric Menkus, Innovation Advancement Program Director. Amount Awarded: $90,000. Number of Grants Awarded: 2.</li>
</ul>

 [http://innovationspace.asu.edu/ InnovationSpace]at the [http://herbergerinstitute.asu.edu/ Herberger Institute for Design and the Arts]: Team Leader: Prasad Boradkar, InnovationSpace Program Director. Amount Awarded: $115,000. Number of Grants Awarded: 4
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Grant funding introduces students to design concepts based on resilience theory (the ability of individuals to recover from destabilizing life events, such as a serious illness) and biomimicry (design inspired by nature). Students also worked with a local company to design toys for autistic children</li>
</ul>

 The following programs are run from the [http://clas.asu.edu/ College of Liberal Arts and Sciences]:
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>First Innovations: Team Leader: Pat Mariella, American Indian Policy Institute Director. Amount Awarded: $68,000. Number of Grants Awarded: 1</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Grant funding provided for a two-day workshop, which was subsequently developed into three ASU courses and a summer program for high school students.</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>[https://shesc.asu.edu/research/projects/phoenix-innovation-study Phoenix Innovation Study]: Team Leader: Sander van der Leeuw, School of Human Evolution and Social Change Director. Amount Awarded: $33,000. Number of Grants Awarded: 1</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Funded research on ethnographic study of SkySong, the ASU Scottsdale Innovation Center.</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Social Innovation and Social Enterprise: Team Leader: Vanna Gonzales, School of Social Transformation Assistant Professor. Amount Awarded: $30,000. Number of Grants Awarded: 1</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Grant funding enables students to work with local social entrepreneurs to advance their organization’s goals through innovation.</li>
</ul>

 The following programs are run out of The Polytechnic School:
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Global Resolve: Team Leader: Mark Henderson, Global Resolve Director. Amount Awarded: $59,000. Number of Grants Awarded: 2</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Funds development of capstone courses that engage students in creating ventures in developing countries using technologies that solve local challenges. These courses are now part of the core courses for the social entrepreneurship focus in the technological entrepreneurship and management degree program.</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Startup Weekend ASU: Team Leader: Kevin Gary, College of Technology and Innovation Associate Professor. Amount Awarded: $39,000. Number of Grants Awarded: 1</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Funding supports the development of courses in software entrepreneurship and launched the inaugural Startup Weekend at ASU.</li>
</ul>

 The [http://education.asu.edu/ Mary Lou Fulton Teachers College]runs the Advancing P-20 Education Through Innovation and Entrepreneurship($5k), and the Innovation in Social Educational Entrepreneurship (I-SEE)($30k).

University Technology Transfer Functions

[http://www.azte.com/ Arizona Technology Enterprises (AzTE)]is the technology venture arm of Arizona State University. In addition to ASU technologies, AzTE also manages technologies developed by ASU's partner universities, Dublin City University in Ireland (through its technology commercialization organization, [https://www.dcu.ie/invent/index.shtml Invent DCU Limited]) and Tec de Monterrey in Mexico. AzTE is located at SkySong and works in collaboration with ASU's Innovation and Entrepreneurshipto bolster these relationships. AzTE collaborates with each university to protect and commercialize their intellectual property in the United States.

ASU also has a number of activities focused on student entrepreneurship, global company attraction, and investor network development.  The addition of technology transfer to international collaborations increases the likelihood that global discoveries will be commercialized utilizing Arizona networks. Over time, ASU's development of vibrant global networks is expected to positively impact economic development in the State.
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Among U.S. institutions with at least $200 million in research expenditures, AzTE ranked in the top ten for invention disclosures, licenses and options, and startups formed per $10 million in research.</li>
<li>ASU faculty submitted a record 187 invention disclosures in the fiscal year 2010. ASU expects these inventions will provide the technology inventory for the next generation of new deals for startups.</li>
</ul>

= University-Industry Collaboration =

[http://enpub.fulton.asu.edu/sensip/ The Sensor, Signal and Information Processing Center and Consortium(SenSIP)]at ASU has been designated a [http://www.nsf.gov/ National Science Foundation (NSF)]Industry/University Collaborative Research Center. The consortium researchers have provided the mathematical and algorithmic groundwork for technology used in security systems, consumer electronics, medicine healthcare, nanotechnology, and other technologies including global positioning systems.

[http://www.techshop.ws/ TechShop], To further develop creativity and the entrepreneurial spirit in the communities ASU serves, they have joined with TechShop, a membership-based, do-it-yourself facility that provides the public with tools, equipment, training and a vibrant, supportive community of creative people. TechShop membership provides access to over $1 million dollars worth of advanced machines and tools, sophisticated 2D and 3D design software, and other professional equipment. All full-time students at all 4 campuses are currently provided TechShop memberships free of charge. [http://adrc.asu.edu/ The Aerospace and Defense Research Collaboratory], a consortium between ASU, UA and Embry-Riddle Aeronautical University, is intended to bridge the gap between education and industry through research. The Collaboratory is housed on ASU’s Polytechnic campus in the College of Technology and Innovation.
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>This research initiative is expected to boost Arizona’s economy, as well as attract other big corporations to the state</li>
</ul>

 ASU's [http://www.biodesign.asu.edu/ Biodesign Institute]in collaboration with industry is engaged in a $5 million, four-year project to identify protein biomarkers that could predict cardiovascular disease in people with type 2 diabetes. The collaboration is sponsored by the [http://www.niddk.nih.gov/Pages/default.aspx National Institute of Diabetes and Digestive and Kidney Diseases(NIDDK--part of the National Institutes of Health)]. Other collaborators in the project include [http://www.pfizer.com/ Pfizer]and the [http://www.phoenix.va.gov/ Phoenix VA Healthcare System]. The money comes from a fund that is designed to support scientists from different disciplines to work together on a common problem.

Other ASU industry collaborations include: [http://aims.engineering.asu.edu/ Adaptive Intelligent Materials and Systems Center (AIMS)]; [http://atic.asu.edu/ Advanced Technology Innovation Center]; [http://www.asu.edu/aine/ Arizona Institute for Nano-Electronics (AINE)], and the [http://asuresearchpark.com/ Arizona State University Research Park].
<div> </div>
= Regional and Local Economic Development =

ASU’s unique assets – including intellectual capital, advanced facilities and student talent – are invaluable in developing a regional economic ecosystem where innovation-based firms can thrive. As a regional economic engine, ASU injects revenue back into the community through student, visitor, and staff spending, and by providing a stable source of employment for thousands of Arizonans.

More specifically, ASU provides the following economic impact in the regional and local economic development:   
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>ASU directly employsover 20,000 Arizonans, generating $961 million in wages;</li>
<li>Spending by visitors to ASU or sponsored eventsgenerated $69 million;</li>
<li>ASU student spendingdirectly generates $248 million of labor income in the state of Arizona;</li>
<li>ASU employee and student spendingpumps over $1.8 billion into the local economy every year; and</li>
<li>Arizona taxpayers invest$386 million a year in ASU, and realize a $3.4 billion economic yield on theirinvestmentestment</li>
</ul>

= Deep-Dive Questions =
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Is innovation an integral part of ASU’s institutional culture?</li>
<li>Why is it important? And how does it influence entrepreneurship and tech transfer?</li>
<li>How do you envision your program in the future?</li>
<li>What is your vision for each case study’s bucket, especially regional and local economic impact?</li>
<li>How does your institution leverage (or intend to leverage) geographic endowment?</li>
<li>Are your innovation, entrepreneurship, and tech transfer programs integrated?</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Why, or why not?</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>How has ASU’s "one university in many places" (multiple campuses & [http://www.asuonline.asu.edu ASU Online]) model hindered or helped faculty and student innovation?</li>
<li>Are there any unique successes (and/or challenges) you wish to highlight?</li>
</ul>

= Conclusion =

Mr. James O'Brien's comments have been instructive in better understanding ASU’s leadership role in promoting innovation, entrepreneurship, and the commercialization of research in the nation’s universities, in addition to the impact of the NACIE commitment letter in framing ASU’s strategic plans and institutional culture.

The Office of Innovation and Entrepreneurship welcomes ASU’s assistance with this case study, and looks forward to a continued close and collaborative relationship in building America’s innovation infrastructure.
<div>
----
<div id="ftn1">
3 Comments by: James O'Brien, Vice President, & Chief of Staff Office Of The President
</div><div>
----
<div id="edn1">
University Initiatives (UI): Edson Student Entrepreneurship Initiative: ASU Innovation Challenge: PAVE: 10,000 Solutions: From page 57: PEG: AzTE: $5 Million Collaboration: ASU Economic Impacts:
</div><div id="edn10">
Source: [http://www.eda.gov/pdf/The_Innovative_and_Entrepreneurial_University_Report.pdf "The Innovative and Entrepreneurial University: Higher Education, Innovation & Entrepreneurship in Focus"], Department of Commerce, October 2013.
</div></div> 
= Related Links =

[https://docs.google.com/spreadsheets/d/1Vq2MKJXk_ER8Rz-qkuAOeSyZX7sokRqkKNzp9llCu3Y/edit?usp=sharing Landscape Canvas]

[http://universityinnovation.org/wiki/Arizona_State_University_Polytechnic_Student_Priorities Arizona State University Polytechnic Student Priorities]

[http://universityinnovation.org/wiki/Arizona_State_University_Tempe_Student_Priorities Arizona State University Tempe Student Priorities]

[http://universityinnovation.org/wiki/Stephanie_Dolinger Stephanie Dolinger]

[http://universityinnovation.org/wiki/Jorge_Sanchez Jorge Sanchez]

[http://universityinnovation.org/wiki/Eden_Shuster Eden Shuster]

[http://universityinnovation.org/wiki/Brandon_Smith Brandon Smith]

[http://universityinnovation.org/wiki/User:Aubrey_Wigner Aubrey Wigner]

[http://universityinnovation.org/wiki/Mary_Wilcox Mary Wilcox]

[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]

[http://universityinnovation.org/wiki/Brian_Hensley Brian Hensley]

[http://universityinnovation.org/wiki/Christian_Rice Christian Rice]

Jake Gunnoe

[http://universityinnovation.org/wiki/Lisa_Baer Lisa Baer]

Ryan Borneman

[http://universityinnovation.org/wiki/Stephen_Annor-Wiafe Stephen Annor-Wiafe]

 </div>

[[Category:Deep Dives|Deep_Dives]] [[Category:Universities]]

School:Arizona State University

2017-01-18T18:49:03Z

Kaleia Kramer:

= Overview – A New American University 3 =

President Michael M. Crow has positioned [http://www.asu.edu/ Arizona State University] as the model for a New American University. A model that measures success not by who it excludes, but by who it includes; a model that pursues research and discovery that benefit the public good and assumes major responsibility for the economic, social and cultural vitality as well as the health and well-being of the community.

[http://ui.asu.edu/ The Office of University Initiatives(UI)] is a cultural catalyst at ASU. UI helps ASU meet its innovation needs by connecting ideas with people and resources to make an impact. Through collaboration with other offices and departments across the university, in addition to state, national and international leaders, UI helps to shape and realize ASU’s innovation goals. Much of UI’s work falls into five overlapping categories: advancing ASU’s New American University agenda, entrepreneurship, social embeddedness, university innovation, and education. UI is the chief advocate for entrepreneurial thinking and activity across the university.

[http://studentventures.asu.edu/ The Edson Student Entrepreneurship Initiative] is ASU’s premier student start-up competition. This year, students can win up to $20,000 in funding, as well as mentoring and office space to advance their venture ideas. The Initiative offers rolling admissions with two stages for advancement. Students can be placed in an incubator stage or an accelerator stage. Non-profit and for-profit initiatives are both encouraged. And students have responded with a number of innovative ventures. The G3Box project focuses on converting steel shipping containers into medical grade clinics by outfitting them with the basic components of power, ventilation, potable water, and insulation to create sustainable medical clinics that address critical health needs in poor countries.

ASU previously had a unique two-distinct Engineering School model. [http://engineering.asu.edu/ The Ira A. Fulton Schools of Engineering] is the flagship traditional school, while [http://innovation.asu.edu/ The College of Technology and Innovation] embodied the values of engaged learning, including a strong connection with industry and entrepreneurship. The hands-on approach model of the latter school requires students to build and design solutions to meet real industry needs; the model appears to be making an economic impact. The College of Technology and Innovation is now part of The Ira A. Fulton Schools of Engineering and is known as The Polytechnic School.

The engineering firm Honeywell, previously hired all College of Technology and Innovation students who worked on a successful airplane brake system. Separately from that, the city of Chandler, Arizona approved a 50-year lease with the College of Technology and Innovation. The city will retrofit a building to house the College’s teaching and research programs. These programs are estimated to provide a $23.8 million economic impact in the next five years, by providing the intellectual capital for the city’s high tech companies such as Intel.

Even with successful and innovative programs, about 20 percent of the university’s population may not fully accept change. However, experience provides a helpful ameliorative blueprint. Consistency and a clear articulation of the president’s vision usually earn the respect of skeptics. ASU’s quest as a New American University has also been helped by the President’s intuitive understanding of internal constituencies, and an ability to maintain enough dynamism to make concessions where necessary. President Crow has also built a capable and competent senior leadership team. Most importantly, ASU’s leadership team recognizes that innovation, by necessity, means not being constrained by conventional thinking. Thus with creativity, there are no obstacles that cannot be managed.

Just as a bell, innovation without movement does not ring. So go ahead, let innovation ring - join the movement for a New American University.

Below is an enumeration of ASU’s programs and initiatives that support the five buckets in the NACIE sponsored university commitment letter.

For an in depth look at our campus's offerings, take a look at our [https://docs.google.com/spreadsheets/d/1Vq2MKJXk_ER8Rz-qkuAOeSyZX7sokRqkKNzp9llCu3Y/edit?usp=sharing University Innovation Landscape Canvas]. 

= Student Entrepreneurship =

At Arizona State University, entrepreneurship is about bringing innovative ideas out into the world. These ideas might be socially, economically, artistically or intellectually motivated, or some combination thereof.

At ASU, entrepreneurship is not concentrated in just the field of business, nor is it housed in an entrepreneurial institute or school. Instead, entrepreneurship opportunities are offered in and out of the classroom, and in a wide variety of programs departments and schools. These include:

The Edson Student Entrepreneurship Initiativeharnesses the entrepreneurial energy, excitement and creativity of ASU’s student body. It provides funding, office space and training for teams of students across the university to explore their innovative ideas for business products and services. These teams typically work in partnership with faculty, researchers and successful entrepreneurs from both the academic and private sectors. The Edson Student Entrepreneur Initiative has been made possible by an investment of $5.4 million from Orin Edson to the Arizona State University Foundation.
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Funding:The endowment provides a total of $200,000 annually in seed funding.</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Each year, 10 to 15 teams will be granted $5,000 to $20,000 to subsidize expenses for developing their new venture. Money granted could be used for such things as market research, building a prototype, and legal fees</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Office Space:Winning teams are awarded office space at [http://skysongcenter.com/ SkySong], located in South Scottsdale, through their award year.</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>The SkySongfacility provides a professional setting for early stage entrepreneurs to develop their ventures and also to interact and learn from peer entrepreneurs, local, and international businesses</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Training and Coaching:Throughout the award year teams participate in a series of workshops with guest speakers that include successful entrepreneurs and professionals with relevant expertise</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Team members are offered entrepreneurial training courses at SkySongand/or nonprofit training courses by ASU’ s[https://lodestar.asu.edu/ Lodestar Center for Philanthropy and Nonprofit Innovation]. Teams are also provided ongoing entrepreneurial coaching by Edson staff.</li>
</ul>

 [http://innovationchallenge.asu.edu/ ASU Innovation Challenge] seeks undergraduate and graduate students who are dedicated to making a difference in the local and global communities through innovation. Students can win up to $10,000to make their innovative project, prototype, venture or community partnership ideas happen.
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Students are provided opportunities to practice their skills in teamwork, leadership, project development, business plan creation, public speaking, and network creation</li>
</ul>

 [http://theatrefilm.asu.edu/initiatives/pave/ The Performing Arts Venture Experience (P.A.V.E)] paves the way to the future of the arts by investing in student innovation and creativity, supporting arts entrepreneurship education and undertaking entrepreneurial activities. Funded by a generous grant by the [http://www.kauffman.org/ Kauffman Foundation], there are four major components of P.A.V.E:
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Arts entrepreneurship classes such as Foundations of Arts Entrepreneurship, Arts Entrepreneurship Seminar, TheatreOrganization and Management and Independent Film;</li>
<li>Investment in, and support for, student initiated arts-based ventures, both for- and not-for-profit;</li>
<li>Faculty development and research in arts entrepreneurship; and</li>
<li>Public programming on arts entrepreneurship including speakers, workshops and symposia.</li>
</ul>

 [http://10000solutions.org/ 10,000 Solutions] is a place to showcase and collect innovative ideas that solve local and global challenges. ASU views this project as an experiment that leverages the power of collaborative wisdom to create a solutions bank. The 10,000 Solutions Project explores what can be accomplished when passionate people join a community that works together to build upon each other’s innovative ideas and create change.

Funding:The program is funded by [http://www.kauffman.org/what-we-do/programs/entrepreneurship/kauffman-campuses-initiative Kauffman Campuses Initiative] which supports innovation and entrepreneurship at ASU and beyond. The program provides up to $10,000 to fund good ideas from students, staff, faculty and community members.

[http://cronkite.asu.edu/ The Cronkite School] students (and faculty) are encouraged to submit ideas for [https://www.newschallenge.org/ Knight News Challenge] (and won) and for [http://www.newmediawomen.org/site/about_this_initiative/ J-Lab Women Entrepreneurs] grants. Those winners are heralded as much as winners of journalism contests

ASU also strives to deliver research breakthroughs and achieve discovery in a broad range of strategic research areas including:
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>[http://nmil.jmc.asu.edu/ The New Media Innovation Lab], Operated by The Cronkite School, is a research and development program designed to help media companies create new and exciting multimedia products. The lab brings together students from across campus – journalism, business, computer engineering and design, to develop a variety of products, including an iPhone app and widgets and Facebook applications.</li>
<li>[https://nursingandhealth.asu.edu/ The ASU College of Nursing and Health Innovation] has had more than $27.5 million in awards from the National Institutes of Health (NIH) and other corporate agencies since 2005. The research focus of ASU nursing and health program provides short and long-term economic benefits. In the short term, Arizona benefits economically from grant funding. In the longer term, Arizonans benefit from medical improvements in research findings, and the commercial impact of potential tech transfer.</li>
<li>[http://www.azcati.com/ The Arizona Center for Algae Technology and Innovation(AzCATI)], located at ASU, has been a pioneer in algae research as a source of low-cost, sustainable biofuel. The Laboratory was contracted by the Department of Energy to research and develop algae conversion.</li>
</ul>



[http://innovation.asu.edu/startupvillage Startup Village]

Startup Village is a student led initiative to create a residential community of innovators and entrepreneurs who will lead the I&E movement on the ASU Polytechnic campus, and create companies and movements within an immersive and collaborative environment. Startup Village is made up of 16 houses that house 30 student entrepreneurs and innovators as well as a community house for the purpose of housing prototyping equipment and collaborative spaces. ASU Chandler Innovation Center =

= Faculty Entrepreneurship =

ASU’s The Pathways to Entrepreneurship Grant(PEG) program provides funding to faculty/staff who wish to implement or enhance entrepreneurship curricular or co-curricular programs. The following programs all have some roots grounded in the in the Pathways to Entrepreneurship Grant.

[http://www.law.asu.edu/tvg/InnovationAdvancementProgram.aspx Innovation Advancement Program]at the [http://www.law.asu.edu/ Sandra Day O’Connor College of Law]: This program provides legal and consulting services to start-up enterprises and entrepreneurs.
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Team Leader: Eric Menkus, Innovation Advancement Program Director. Amount Awarded: $90,000. Number of Grants Awarded: 2.</li>
</ul>

 [http://innovationspace.asu.edu/ InnovationSpace]at the [http://herbergerinstitute.asu.edu/ Herberger Institute for Design and the Arts]: Team Leader: Prasad Boradkar, InnovationSpace Program Director. Amount Awarded: $115,000. Number of Grants Awarded: 4
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Grant funding introduces students to design concepts based on resilience theory (the ability of individuals to recover from destabilizing life events, such as a serious illness) and biomimicry (design inspired by nature). Students also worked with a local company to design toys for autistic children</li>
</ul>

 The following programs are run from the [http://clas.asu.edu/ College of Liberal Arts and Sciences]:
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>First Innovations: Team Leader: Pat Mariella, American Indian Policy Institute Director. Amount Awarded: $68,000. Number of Grants Awarded: 1</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Grant funding provided for a two-day workshop, which was subsequently developed into three ASU courses and a summer program for high school students.</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>[https://shesc.asu.edu/research/projects/phoenix-innovation-study Phoenix Innovation Study]: Team Leader: Sander van der Leeuw, School of Human Evolution and Social Change Director. Amount Awarded: $33,000. Number of Grants Awarded: 1</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Funded research on ethnographic study of SkySong, the ASU Scottsdale Innovation Center.</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Social Innovation and Social Enterprise: Team Leader: Vanna Gonzales, School of Social Transformation Assistant Professor. Amount Awarded: $30,000. Number of Grants Awarded: 1</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Grant funding enables students to work with local social entrepreneurs to advance their organization’s goals through innovation.</li>
</ul>

 The following programs are run out of The Polytechnic School:
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Global Resolve: Team Leader: Mark Henderson, Global Resolve Director. Amount Awarded: $59,000. Number of Grants Awarded: 2</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Funds development of capstone courses that engage students in creating ventures in developing countries using technologies that solve local challenges. These courses are now part of the core courses for the social entrepreneurship focus in the technological entrepreneurship and management degree program.</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Startup Weekend ASU: Team Leader: Kevin Gary, College of Technology and Innovation Associate Professor. Amount Awarded: $39,000. Number of Grants Awarded: 1</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Funding supports the development of courses in software entrepreneurship and launched the inaugural Startup Weekend at ASU.</li>
</ul>

 The [http://education.asu.edu/ Mary Lou Fulton Teachers College]runs the Advancing P-20 Education Through Innovation and Entrepreneurship($5k), and the Innovation in Social Educational Entrepreneurship (I-SEE)($30k).

University Technology Transfer Functions

[http://www.azte.com/ Arizona Technology Enterprises (AzTE)]is the technology venture arm of Arizona State University. In addition to ASU technologies, AzTE also manages technologies developed by ASU's partner universities, Dublin City University in Ireland (through its technology commercialization organization, [https://www.dcu.ie/invent/index.shtml Invent DCU Limited]) and Tec de Monterrey in Mexico. AzTE is located at SkySong and works in collaboration with ASU's Innovation and Entrepreneurshipto bolster these relationships. AzTE collaborates with each university to protect and commercialize their intellectual property in the United States.

ASU also has a number of activities focused on student entrepreneurship, global company attraction, and investor network development.  The addition of technology transfer to international collaborations increases the likelihood that global discoveries will be commercialized utilizing Arizona networks. Over time, ASU's development of vibrant global networks is expected to positively impact economic development in the State.
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Among U.S. institutions with at least $200 million in research expenditures, AzTE ranked in the top ten for invention disclosures, licenses and options, and startups formed per $10 million in research.</li>
<li>ASU faculty submitted a record 187 invention disclosures in the fiscal year 2010. ASU expects these inventions will provide the technology inventory for the next generation of new deals for startups.</li>
</ul>

= University-Industry Collaboration =

[http://enpub.fulton.asu.edu/sensip/ The Sensor, Signal and Information Processing Center and Consortium(SenSIP)]at ASU has been designated a [http://www.nsf.gov/ National Science Foundation (NSF)]Industry/University Collaborative Research Center. The consortium researchers have provided the mathematical and algorithmic groundwork for technology used in security systems, consumer electronics, medicine healthcare, nanotechnology, and other technologies including global positioning systems.

[http://www.techshop.ws/ TechShop], To further develop creativity and the entrepreneurial spirit in the communities ASU serves, they have joined with TechShop, a membership-based, do-it-yourself facility that provides the public with tools, equipment, training and a vibrant, supportive community of creative people. TechShop membership provides access to over $1 million dollars worth of advanced machines and tools, sophisticated 2D and 3D design software, and other professional equipment. All full-time students at all 4 campuses are currently provided TechShop memberships free of charge. [http://adrc.asu.edu/ The Aerospace and Defense Research Collaboratory], a consortium between ASU, UA and Embry-Riddle Aeronautical University, is intended to bridge the gap between education and industry through research. The Collaboratory is housed on ASU’s Polytechnic campus in the College of Technology and Innovation.
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>This research initiative is expected to boost Arizona’s economy, as well as attract other big corporations to the state</li>
</ul>

 ASU's [http://www.biodesign.asu.edu/ Biodesign Institute]in collaboration with industry is engaged in a $5 million, four-year project to identify protein biomarkers that could predict cardiovascular disease in people with type 2 diabetes. The collaboration is sponsored by the [http://www.niddk.nih.gov/Pages/default.aspx National Institute of Diabetes and Digestive and Kidney Diseases(NIDDK--part of the National Institutes of Health)]. Other collaborators in the project include [http://www.pfizer.com/ Pfizer]and the [http://www.phoenix.va.gov/ Phoenix VA Healthcare System]. The money comes from a fund that is designed to support scientists from different disciplines to work together on a common problem.

Other ASU industry collaborations include: [http://aims.engineering.asu.edu/ Adaptive Intelligent Materials and Systems Center (AIMS)]; [http://atic.asu.edu/ Advanced Technology Innovation Center]; [http://www.asu.edu/aine/ Arizona Institute for Nano-Electronics (AINE)], and the [http://asuresearchpark.com/ Arizona State University Research Park].
<div> </div>
= Regional and Local Economic Development =

ASU’s unique assets – including intellectual capital, advanced facilities and student talent – are invaluable in developing a regional economic ecosystem where innovation-based firms can thrive. As a regional economic engine, ASU injects revenue back into the community through student, visitor, and staff spending, and by providing a stable source of employment for thousands of Arizonans.

More specifically, ASU provides the following economic impact in the regional and local economic development:   
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>ASU directly employsover 20,000 Arizonans, generating $961 million in wages;</li>
<li>Spending by visitors to ASU or sponsored eventsgenerated $69 million;</li>
<li>ASU student spendingdirectly generates $248 million of labor income in the state of Arizona;</li>
<li>ASU employee and student spendingpumps over $1.8 billion into the local economy every year; and</li>
<li>Arizona taxpayers invest$386 million a year in ASU, and realize a $3.4 billion economic yield on theirinvestmentestment</li>
</ul>

= Deep-Dive Questions =
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Is innovation an integral part of ASU’s institutional culture?</li>
<li>Why is it important? And how does it influence entrepreneurship and tech transfer?</li>
<li>How do you envision your program in the future?</li>
<li>What is your vision for each case study’s bucket, especially regional and local economic impact?</li>
<li>How does your institution leverage (or intend to leverage) geographic endowment?</li>
<li>Are your innovation, entrepreneurship, and tech transfer programs integrated?</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Why, or why not?</li>
</ul>
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>How has ASU’s "one university in many places" (multiple campuses & [http://www.asuonline.asu.edu ASU Online]) model hindered or helped faculty and student innovation?</li>
<li>Are there any unique successes (and/or challenges) you wish to highlight?</li>
</ul>

= Conclusion =

Mr. James O'Brien's comments have been instructive in better understanding ASU’s leadership role in promoting innovation, entrepreneurship, and the commercialization of research in the nation’s universities, in addition to the impact of the NACIE commitment letter in framing ASU’s strategic plans and institutional culture.

The Office of Innovation and Entrepreneurship welcomes ASU’s assistance with this case study, and looks forward to a continued close and collaborative relationship in building America’s innovation infrastructure.
<div>
----
<div id="ftn1">
3 Comments by: James O'Brien, Vice President, & Chief of Staff Office Of The President
</div><div>
----
<div id="edn1">
University Initiatives (UI): Edson Student Entrepreneurship Initiative: ASU Innovation Challenge: PAVE: 10,000 Solutions: From page 57: PEG: AzTE: $5 Million Collaboration: ASU Economic Impacts:
</div><div id="edn10">
Source: [http://www.eda.gov/pdf/The_Innovative_and_Entrepreneurial_University_Report.pdf "The Innovative and Entrepreneurial University: Higher Education, Innovation & Entrepreneurship in Focus"], Department of Commerce, October 2013.
</div></div> 
= Related Links =

[https://docs.google.com/spreadsheets/d/1Vq2MKJXk_ER8Rz-qkuAOeSyZX7sokRqkKNzp9llCu3Y/edit?usp=sharing Landscape Canvas]

[http://universityinnovation.org/wiki/Arizona_State_University_Polytechnic_Student_Priorities Arizona State University Polytechnic Student Priorities]

[http://universityinnovation.org/wiki/Arizona_State_University_Tempe_Student_Priorities Arizona State University Tempe Student Priorities]

[http://universityinnovation.org/wiki/Stephanie_Dolinger Stephanie Dolinger]

[http://universityinnovation.org/wiki/Jorge_Sanchez Jorge Sanchez]

[http://universityinnovation.org/wiki/Eden_Shuster Eden Shuster]

[http://universityinnovation.org/wiki/Brandon_Smith Brandon Smith]

[http://universityinnovation.org/wiki/User:Aubrey_Wigner Aubrey Wigner] [http://universityinnovation.org/wiki/Mary_Wilcox Mary Wilcox]

[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]

[http://universityinnovation.org/wiki/Brian_Hensley Brian Hensley]

[http://universityinnovation.org/wiki/Christian_Rice Christian Rice]

Jake Gunnoe

[http://universityinnovation.org/wiki/Lisa_Baer Lisa Baer]

Ryan Borneman

[http://universityinnovation.org/wiki/Stephen_Annor-Wiafe Stephen Annor-Wiafe]

 </div>

[[Category:Deep Dives|Deep_Dives]] [[Category:Universities]]

Resource:How to start a class on drone innovation

2017-01-09T03:50:49Z

Kaleia Kramer:

== Introduction ==

Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology and fosters creativity by merging the capabilities of drones with various academic fields.

== Need ==

Access to cutting edge technology for a wide range of disciplines.
<div>In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</div><div> </div>
== Goal ==

To provide courses that offer practical experience and working knowledge of state-of-the-art technology.
<div>Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</div> 
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

Faculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear then support would be pointless and unattainable. Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.

== Cost ==

Funds for a student-run course can be acquired in numerous ways however they are all directly dependent on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class.

== Faculty ==

This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life. Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.

== Audience ==

The new innovation class is for everyone and anyone who values up to date technologies and techniques. It is also for anyone brave enough to take on the challenge of changing the current curriculum and replacing it with newer more valuable material.

== Lessons Learned ==
<div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div> <div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"> Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>
== Student Contributors ==

[[Kaleia_Kramer|Kaleia Kramer]]

[http://universityinnovation.org/wiki/User:Mbarba Moises Barba] [[Camille Clark|Camille Clark]]

[[Category:Guides]]

Resource:How to start a class on drone innovation

2017-01-09T00:55:35Z

Kaleia Kramer:

== Introduction ==

Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology and fosters creativity by merging the capabilities of drones with various academic fields.

== Need ==

Access to cutting edge technology for a wide range of disciplines.
<div>In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</div><div> </div>
== Goal ==

To provide courses that offer practical experience and working knowledge of state-of-the-art technology.
<div>Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</div> 
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

Faculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear than support would be pointless and unattainable. Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.

== Cost ==

Funds for a student-run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class.

== Faculty ==

This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life. Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.

== Audience ==

Sample text - who would take the class

== Lessons Learned ==
<div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div> <div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"> Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>
== Student Contribution ==

 '''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba Moises Barba] 

[[Category:Guides]]

Resource:How to start a class on drone innovation

2017-01-09T00:37:41Z

Kaleia Kramer:

== Introduction ==

Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology,and fosters creativity by merging the capabilities of drones with various academic fields.

== Need ==

Access to cutting edge technology for a wide range of disciplines.
<div>In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</div><div> </div>
== Goal ==

To provide courses that offer practical experience and working knowledge of state-of-the-art technology.
<div>Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</div><div> </div>
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

Faculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear than support would be pointless and unattainable.

Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.

== Cost ==

Funds for a student-run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class.

== Faculty ==

This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.

Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.

== Audience ==

Sample text - who would take the class

== Lessons Learned ==
<div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div><div style="font-family: arial, sans-serif; font-size: small;"> </div><div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"> </div><div style="font-family: arial, sans-serif; font-size: small;">Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>
== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba Moises Barba]

[[Camille Clark|Camille Clark]]

Resource:How to start a class on drone innovation

2017-01-09T00:37:25Z

Kaleia Kramer:

== Introduction ==

Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology,and fosters creativity by merging the capabilities of drones with various academic fields.

== Need ==

Access to cutting edge technology for a wide range of disciplines.
<div>In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</div><div> </div>
== Goal ==

To provide courses that offer practical experience and working knowledge of state-of-the-art technology.
<div>Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</div><div> </div>
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

Faculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear than support would be pointless and unattainable.

Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too could step in as mentors, given that they can offer knowledge on the industry they work in.

== Cost ==

Funds for a student-run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure the success of the class.

== Faculty ==

This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.

Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curriculum to be just as cutting-edge as this market.

== Audience ==

Sample text - who would take the class

= Lessons Learned =
<div style="font-family: arial, sans-serif; font-size: small;">Relationships are key to developing new courses on university campuses. It is important to develop new relationships with influential professors both young and experienced in order to have the volume of resources needed to start a new class. Developing these relationships gives student leaders the ability to understand the ins and outs of university policies. One of the most crucial policies to understand is timing.</div><div style="font-family: arial, sans-serif; font-size: small;"> </div><div style="font-family: arial, sans-serif; font-size: small;">Timing can become an obstacle if excitement supersedes planning. It is important to understand the amount of time that change can text within the university context. That may vary from campus to campus but should be something that leaders recognize may not follow a straight line. During these early stages, student leaders will develop a core group pf stakeholders as well. It is important to build this group of stakeholders as ou ramp up to launching your new initiative on campus.</div><div style="font-family: arial, sans-serif; font-size: small;"> </div><div style="font-family: arial, sans-serif; font-size: small;">Interdisciplinary course offerings require mutual empathy for students, professor, and support staff. Combining departments can be complicated and student leaders should remind themselves and other with positive reinforcement that friction does not equal dysfunction.</div>
== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba Moises Barba]

[[Camille Clark|Camille Clark]]

Resource:How to start a class on drone innovation

2017-01-09T00:32:19Z

Kaleia Kramer:

== Introduction ==

Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology,and fosters creativity by merging the capabilities of drones with various academic fields.

== Need ==

Access to cutting edge technology for a wide range of disciplines.
<div>In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</div><div> </div>
== Goal ==

To provide courses that offer practical experience and working knowledge of state-of-the-art technology.
<div>Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</div><div> </div>
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

Faculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear, than support would be pointless and unattainable.

Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too, could step in as mentors, given that they can offer knowledge on the industry they work in.

== Cost ==

Funds for a student run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure success of the class.

== Faculty ==

This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.

Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines, but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curricculum to be just as cutting-edge as this market.

== Audience ==

Sample text - who would take the class

== Timeline ==

Sample text - how much time it took from idea to implementation

== Lessons Learned ==

Sample text - Lessons learned and tips for others what worked and what didn’t, and your recommendations for others

== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba Moises Barba]

Resource:How to start a class on drone innovation

2017-01-09T00:32:09Z

Kaleia Kramer:

== Intro ==
Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology,and fosters creativity by merging the capabilities of drones with various academic fields.

== Need ==

Access to cutting edge technology for a wide range of disciplines.
<div>In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</div><div> </div>
== Goal ==

To provide courses that offer practical experience and working knowledge of state-of-the-art technology.
<div>Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</div><div> </div>
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

Faculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear, than support would be pointless and unattainable.

Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too, could step in as mentors, given that they can offer knowledge on the industry they work in.

== Cost ==

Funds for a student run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure success of the class.

== Faculty ==

This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.

Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines, but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curricculum to be just as cutting-edge as this market.

== Audience ==

Sample text - who would take the class

== Timeline ==

Sample text - how much time it took from idea to implementation

== Lessons Learned ==

Sample text - Lessons learned and tips for others what worked and what didn’t, and your recommendations for others

== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba Moises Barba]

Resource:How to start a class on drone innovation

2017-01-09T00:20:48Z

Kaleia Kramer:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology, and fosters creativity by merging the capabilities of drones with various academic fields.
<div> </div>
Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

== Need ==

Access to cutting edge technology for a wide range of disciplines.
<div>In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</div><div> </div>
== Goal ==

To provide courses that offer practical experience and working knowledge of state-of-the-art technology.
<div>Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</div><div> </div>
== Topic ==

Due to the interdisciplinary nature of the course, it will likely be held at the university level so it is easily accessible to a wide range of students. In addition to this, it will help secure more funding since it is not linked to a single department. In addition to this, it will be offered as an elective to provide more flexibility when creating the curriculum.

The class will be modeled after EPICS (engineering projects in community service, founded at Purdue University). It will involve lectures from experts in the field including various faculty experts. This will be taught in conjunction with a hands-on laboratory where students will design state-of-the-art drones designed to solve real world problems. Experts, professors, and teaching assistants will provide mentorship and serve as guides for students working on projects. The final for the course will be the prototype of a drone that solves a real world problem such as land surveying, tracking migration, tracking pollution, et cetera.

== Support ==

Faculty, student, alumni, and community support are all necessary for the implementation of a class on Drone Innovation. Students embody the need for the course. Without students who are willing to participate in Drone Innovation, the course might as well not exist. There must be a body of students which this will benefit - if that need is not clear, than support would be pointless and unattainable.

Faculty, alumni, and community support are the means by which the need is fulfilled. Faculty would provide infrastructure and learning resources and the surrounding community (including professionals in the industry) would provide mentorship and technical expertise. Alumni would function as a source of funding on top of grants and institutional financing. They too, could step in as mentors, given that they can offer knowledge on the industry they work in.

== Cost ==

Funds for a student run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure success of the class.

== Faculty ==

This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.

Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines, but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curricculum to be just as cutting-edge as this market.

== Audience ==

Sample text - who would take the class

== Timeline ==

Sample text - how much time it took from idea to implementation

== Lessons Learned ==

Sample text - Lessons learned and tips for others what worked and what didn’t, and your recommendations for others

== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba Moises Barba]

Resource:How to start a class on drone innovation

2017-01-08T23:50:06Z

Kaleia Kramer:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology, and fosters creativity by merging the capabilities of drones with various academic fields.
<div> </div>
Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

== Need ==

Access to cutting edge technology for a wide range of disciplines.
<div>In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</div><div> </div>
== Goal ==

To provide courses that offer practical experience and working knowledge of state-of-the-art technology.
<div>Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</div><div> </div>
== Topic ==

Sample text - the department location and topic for the class

== Support ==

Sample text - what types of support were necessary — faculty, student, leadership, alumni, community, etc

== Cost ==

Funds for a student run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure success of the class.

== Faculty ==

This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.

Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines, but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curricculum to be just as cutting-edge as this market.

== Audience ==

Sample text - who would take the class

== Timeline ==

Sample text - how much time it took from idea to implementation

== Lessons Learned ==

Sample text - Lessons learned and tips for others what worked and what didn’t, and your recommendations for others

== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba Moises Barba]

Resource:How to start a class on drone innovation

2017-01-08T23:49:50Z

Kaleia Kramer:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Drones are defined as an unmanned aircraft that can be guided remotely. Drone Innovation is the concept behind a course originally founded by Jade Garrett at George Mason University. It entails both research on, and the development of, drone technologies that assess multi-disciplinary needs. These needs include but are not limited to surveying air pollution, examining oyster populations, or even making films. In essence, the class encourages innovation by hosting expert seminars to teach and apply modern drone technology, and fosters creativity by merging the capabilities of drones with various academic fields.
<div> </div>
Hey Candidates! Welcome. Thank you for collaborating with your fellow interviewees to create a resource that helps student changemakers for years to come. We created a very simple template for you with section headings that your should swap out for your own, picking from [https://docs.google.com/document/d/1B6mlePQGB7ElzwcdtQD09p3Z6IFCi_jy2vQAJmmxt_I/edit the template we provided you here]. Use the text editor or OR click on '''Show wiki text editor''' (highly recommended) to use the very simple text interface. To add photos, you must create an account by clicking 'Log in / create account' under 'Personal Tools' menu to the right. Wait 12-24 hours for access. Don't forget to write down your username and password. If you have any questions, [https://www.youtube.com/playlist?list=PLGmMfSglkVGHZtQobS8oEPsfkpGZY-Njh visit this page] or contact [mailto:team@universityinnovation.org team@universityinnovation.org]. Delete this paragraph after building out your page.

== Need ==

Access to cutting edge technology for a wide range of disciplines.
<div>In several institutions, courses are taught on obsolete technology which fails to educate students on state of the art technology that they will be working with after graduation. The gap created by material taught versus real world applications causes a rift between education and industry. In addition, the current method for approving courses offers little opportunity for growth and change in future years.</div><div> </div>
== Goal ==

To provide courses that offer practical experience and working knowledge of state-of-the-art technology.
<div>Provide a laboratory-style elective that provides hands-on application of state of the art drone technology. This course will incorporate guest speakers, mentorship, access to materials, and human-centered design experience for students. In addition to this, the course will be available to all disciplines. This will foster a collaborative and innovative environment for students to solve real-world problems.</div><div> </div>
== Topic ==

Sample text - the department location and topic for the class

== Support ==

Sample text - what types of support were necessary — faculty, student, leadership, alumni, community, etc

== Cost ==

Funds for a student run course can be acquired in numerous ways however they are all directly dependant on specific situations in which the class will be held. Below is a list of funding sources:

#Grants.gov - a website providing grants for various programs and organizations
#Faculty - support from endowed faculty with similar backgrounds
#Department - several department driven initiatives are allocated funding (i.e. promotion of innovation or STEM)
#Alumni donations
#Angel Investors
#Makerspaces - to provide space to work
#Industry Donations - Various companies may provide training and products to familiarize students with current industry standards

The best way to request funds is to meet face to face with potential donors and explain how the class will benefit them as much as it will benefit the students. This will encourage the donations themselves as well as involvement from investors to ensure success of the class.

== Faculty ==

This course would require leaders in the drone industry who have a strong understanding of the current technological capabilities of drones, as to provide a framework for students to pursue their ideas. Having these sorts of professionals creates a clear understanding of the limitations behind drones and their potential for growth when faced with real-world applications. Mentorship with these individuals would be vital in bringing student-led ideas to life.

Such a course would require a professor(s) who can foster an environment that encourages creativity across multiple disciplines, but remains grounded in the reality of the available technology. This would be a professor(s) who is able to quickly adapt to the rapidly changing technological market, and as such, is constantly molding the curricculum to be just as cutting-edge as this market.

== Audience ==

Sample text - who would take the class

== Timeline ==

Sample text - how much time it took from idea to implementation

== Lessons Learned ==

Sample text - Lessons learned and tips for others what worked and what didn’t, and your recommendations for others

== Student Contribution ==

'''[http://universityinnovation.org/wiki/Kaleia_Kramer Kaleia Kramer]'''

[http://universityinnovation.org/wiki/User:Mbarba Moises Barba]

Resource:How to start a class on drone innovation

2017-01-08T22:52:41Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:51:10Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:48:32Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:47:15Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:46:01Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:45:44Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:45:28Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:44:08Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:43:41Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:42:38Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:41:05Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:40:52Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:16:21Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T22:15:51Z

Kaleia Kramer:

Resource:How to start a class on drone innovation

2017-01-08T19:44:13Z

Kaleia Kramer:

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

== Need and Goal ==

Sample text - what you did to assess the need and how this class would fill that need

== Topic ==

Sample text - the department location and topic for the class

== Support ==

Sample text - what types of support were necessary — faculty, student, leadership, alumni, community, etc

== Cost ==

Sample text - what funding was necessary to create the class, and how that funding was found/raised



== Faculty ==

Sample text - teachers or mentors



== Audience ==

Sample text - who would take the class



== Timeline ==

Sample text - how much time it took from idea to implementation



== Lessons Learned ==

Sample text - Lessons learned and tips for others what worked and what didn’t, and your recommendations for others

Resource:How to start a class on drone innovation

2017-01-08T19:43:51Z

Kaleia Kramer:

Fellow:Kaleia Kramer

2017-01-06T21:32:56Z

Kaleia Kramer: Created page with "KaleiaKramer.png <big>Kaleia Kramer is a University Innovation Fellow at Arizona State University. She is a goal oriented biomedical en..."

[[File:KaleiaKramer.png|thumb|KaleiaKramer.png]]

<big>Kaleia Kramer is a University Innovation Fellow at Arizona State University. She is a goal oriented biomedical engineering undergraduate at Arizona State University with the objective of obtaining valuable experience and making a lasting impact in a challenging environment. Her background in academic research, clinical research, and corporate internships at pharmaceutical and biomedical device companies has provided her with a passion for learning and innovating as well as a drive to solve the medical and academic problems of the 21st century.l</big>

<big>In addition to her work as a University Innovation Fellow, she has been involved as a Grand Challenge Scholar with the National Academy of Engineering, served as President of Tau Beta Pi, the Engineering Honor Society, raised service dogs for Power Paws Assistance Dogs, and lead several projects in community service including clean water, sustainable food, shelter animal prosthetics, and service dog training devices.</big>

Here are a few links to other endeavors she has been involved with throughout her undergraduate career.

[https://www.whitehouse.gov/blog/2014/10/09/brain-initiative-and-grand-challenge-scholars The BRAIN Initiative and Grand Challenge Scholars]

[https://medium.com/@ASU/for-asu-trainers-its-a-dog-day-morning-afternoon-and-night-5f1f5821915b#.q995slnzj For ASU trainers it's a dog day morning, afternoon, and night]

[[Category:Student Contributors|Student_Contributors]]

File:KaleiaKramer.png

2017-01-06T21:29:50Z

Kaleia Kramer: