University Innovation Fellows - User contributions [en]

Priorities:University of Dayton Student Priorities

2017-03-09T09:53:26Z

Kjmanson:

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Priorities:University of Dayton Student Priorities

2017-03-09T09:49:22Z

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Priorities:University of Dayton Student Priorities

2017-03-09T09:34:17Z

Kjmanson:

[https://youtu.be/zeNKhpv7l2A&nbsp https://youtu.be/zeNKhpv7l2A&nbsp];

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

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

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

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

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

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

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

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

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

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

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

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= Related Links =

[[University of Dayton]]

'''University of Dayton Student Priorities'''

University Innovation Fellows

Spring 2017:

[[David Fink|David Fink]]

[[Khalilah Manson|Khalilah Manson]]

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

[[Madalyn Beban|Madalyn Beban]]

Spring 2016:

[[Cameron Crasto|Cameron Crasto]]

[[Suzy Dorsey|Suzy Dorsey]]

[[Reid Fuente|Reid Fuente]]

[[Daniela Lopez|Daniela Lopez]]

[[Devin Spatz|Devin Spatz]]

[[Category:Student Priorities|u]]

Resource:How to Establish Innovation Coaching

2017-01-07T04:12:09Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their proud Diamondback community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|center|DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide?

 What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!)

[[File:PeerInnApp1.png|thumb|left|450px|PeerInnApp1.png]] [[File:PeerInnApp2.png|thumb|right|450px|PeerInnApp2.png]]

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T04:10:45Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their proud Diamondback community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|center|DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide?

 What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!)

[[File:PeerInnApp1.png|thumb|left|350px]] [[File:PeerInnApp2.png|thumb|right|350px]]

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:53:12Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their proud Diamondback community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|center|DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide?

 What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!)

[[File:PeerInnApp1.png|thumb|left|450px|PeerInnApp1.png]] [[File:PeerInnApp2.png|thumb|right|450px|PeerInnApp2.png]]

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:52:23Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|center|DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide?

 What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!)

[[File:PeerInnApp1.png|thumb|left|450px|PeerInnApp1.png]] [[File:PeerInnApp2.png|thumb|right|450px|PeerInnApp2.png]]

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:36:37Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|center|DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!)

[[File:PeerInnApp1.png|thumb|left|450px]] [[File:PeerInnApp2.png|thumb|right|450px]]

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:35:14Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|center|DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

[[File:PeerInnApp1.png|thumb|left|450px|PeerInnApp1.png]] [[File:PeerInnApp2.png|thumb|right|450px|PeerInnApp2.png]]

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!)

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:32:22Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|center|DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

[[File:PeerInnApp1.png|thumb|left|450px]] [[File:PeerInnApp2.png|thumb|right|450px]]

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:31:38Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|center|DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

[[File:PeerInnApp1.png|thumb|center|450px|PeerInnApp1.png]] [[File:PeerInnApp2.png|thumb|center|450px|PeerInnApp1.png]]

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:29:50Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|center]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

[[File:PeerInnApp1.png|550px|thumb|center]]

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:28:11Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

<h2> Design Thinking Process </h2>
This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.
<img src="/images/2/2c/DesignProcChart.png" _fck_mw_filename="DesignProcChart.png" _fck_mw_location="center" alt="DesignProcChart.png" class="fck_mw_center" />
The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.
Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.
The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.
Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.
With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.
Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.
That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!
Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.
Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!



== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:26:51Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|center]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realization element of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

[[File:File.png|550px|thumb|center]]



== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:23:24Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realizationelement of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

[[File:PeerInnApp1.png|border|center]]

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:22:15Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realizationelement of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

[[File:PeerInnApp1.png|frame|center]]

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:19:50Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

<h2> Design Thinking Process </h2>
This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.
<img src="/images/2/2c/DesignProcChart.png" _fck_mw_filename="DesignProcChart.png" _fck_mw_location="none" alt="DesignProcChart.png" />
The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.
Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.
The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.
Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.
With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.
Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.
That collaboration successfully led to the final realizationelement of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!
Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.
Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

(Here’s their <a href="http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf">PIC application</a>!)
Pages with broken file links

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:18:17Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|none|DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realizationelement of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

[[File:PeerInnApp1.png|200px|thumb|left]] [[File:File.png|200px|thumb|right]]

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!)

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:15:07Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|none|DesignProcChart.png]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realizationelement of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

[[File:PeerInnApp1.png|thumb]]

[[File:PeerInnApp2.png|thumb]](Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!)

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T03:10:47Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

== Design Thinking Process ==

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

[[File:DesignProcChart.png|none]]

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realizationelement of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

[[File:PeerInnApp1.png]]

[[File:PeerInnApp2.png]](Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!)

== Section 4 ==

Sample text

File:PeerInnApp2.png

2017-01-07T03:05:03Z

Kjmanson: Initial Destination: How to Establish Innovation Coaches Purpose: Displays Peer Innovation App

Initial Destination: How to Establish Innovation Coaches
Purpose: Displays Peer Innovation App

File:PeerInnApp1.png

2017-01-07T03:03:23Z

Kjmanson: Initial Destination: How to Establish Innovation Coaches Purpose: Displays Peer Innovation App

Initial Destination: How to Establish Innovation Coaches
Purpose: Displays Peer Innovation App

File:DesignProcChart.png

2017-01-07T02:59:04Z

Kjmanson: Chart Creator - Khalilah Manson Initial Destination: How To Establish Innovation Coaches Purpose: Describes Design Thinking Process

Chart Creator - Khalilah Manson
Initial Destination: How To Establish Innovation Coaches
Purpose: Describes Design Thinking Process

Resource:How to Establish Innovation Coaching

2017-01-07T02:33:36Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

#Design Thinking Process title and chart

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

That collaboration successfully led to the final realizationelement of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!) #include all of the app pics here

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T02:32:13Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

#Design Thinking Process title and chart

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

 With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

 Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

 That collaboration successfully led to the final realizationelement of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

 Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!) #include all of the app pics here

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T02:31:25Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

#Design Thinking Process title and chart

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.

 The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.

 Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide? What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.

 The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.

 Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.

 With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.

 Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.

 That collaboration successfully led to the final realizationelement of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!

 Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!) #include all of the app pics here

== Section 4 ==

Sample text

Resource:How to Establish Innovation Coaching

2017-01-07T02:30:14Z

Kjmanson:

Before we start to explain this topic, let’s introduce the fellow who helped start it all...

Meenu Singh began as a University Innovation Fellow in 2014 as a student of Civil Engineering and Philosophy at the[[File:ND72371.JPG|thumb|ND72371.JPG]] University of Maryland. As a fellow, she learned about innovation, entrepreneurship, and design thinking. After her training, Meenu was able to apply these concepts to her own campus when she found that her peers were unable to make their own ideas come to fruition despite their education. By helping her peers, Meenu was able to find passion in innovation coaching, leading her to her current job today, working as an Innovation Specialist at the Academy for Innovation and Entrepreneurship at the University of Maryland. Following, you will find a how to guide on creating an innovation coaching program much like Meenu’s at the University of Maryland.

== Why do we need innovation coaching? ==

In many cases, students may have great ideas but do not know how to make them happen. Because of this lack of empowerment, Meenu Singh helped create a program at the University of Maryland called innovation coaching to help empower students to make their ideas come to life. By showing students how to be more creative and innovative as well as by connecting them to resources and people that can help them in the classroom, innovation coaches encourage all students’ ideas and essentially become a guide or mentor to show other students that they hold the power in their ideas.

== What is innovation coaching? ==

Innovation coaching is a peer-to-peer program that allows students to coach or mentor other students at their university. These coaches help foster innovation in other students by answering any questions students may have, encouraging students in their ideas and projects, connecting students to helpful resources, and being a liaison between students and professors. In addition, innovation coaches may help professors modify course curriculum to allow for more creativity and innovation in classes. Innovation coaches are not TAs, though they work in the classroom much like TAs. Instead of being an aid to professors, innovation coaches are present to help students specifically. They are able to answer questions and translate information from professor to student and vice versa. In many cases, innovation coaches are able to help empower other students to see that they can make their ideas a reality.

== How Meenu Dit It ==

In 2013, the University of Maryland took the time to create an innovation center of their own, now called the [http://innovation.umd.edu/ Academy for Innovation and Entrepreneurship Center], to benefit their student community. Unfortunately, the students didn’t know what it would be used for and assumed that it was just another building dedicated as a campus incubator or site for seed-funding. Yet fortunately, Meenu was not only a Fellow but a member of UMD’s student government, meaning that she was both tasked with aiding in the designing of the center and was led with her passion for higher education and the need to revolutionize the student curriculum. Her first actions along with 19 other students and a mentor (who specialized in human centered innovation), were to implement the Design Thinking Process.

#Design Thinking Process title and chart

This is one of the top methods that lead the transformation of ideation into reality - used by many and included in the UIF training, this process is constructed by 3 simple elements of identification, generation and realization.
 
The first phase is one of pinpointing the opportunities that are in need by the concerned subjects and that can be provided by that which is being designed.
 
Meenu and her peers attended to her campus, making sure to interview students of all backgrounds, majors and perspectives, questioned what needed to be answered most: What do you feel is missing from campus? What do you think the new innovation center should provide?
 
What they found was that many students lacked and wished for the opportunity to be creative in their courses and wanted to gain credit for influential projects outside of class, especially those outside majors that were deemed innovative. When asked about what the most surprising element was in regards to this entire process, Meenu stated that “when I asked a peer named Maya, ‘If you had an idea what would you do with it?’ she stated that she would, ‘lament the future nonexistence of that idea’ and I couldn’t believe it. It was the saddest thing to hear such a successful student feel unempowered. To hear from students that didn’t know if I&E was for them was eye opening.” Clearly the problem had been identified; the need for an element that promoted and supported creative thought needed to be formed.
 
The team immediately took their findings back to the center’s administrative board to implement the second phase: generation of the idea/solution.
 
Once the problem is defined such information has to be used to then guide the solution. That not only includes designing something that tends to certain necessities but the production of the resources needed to implement the solutions as well.
 
With UDM’s student government and the center’s administration board having direct access to funding and materials, Meenu’s team presented their findings and initial ideas, highlighting their peers concerns regarding their creative confidence and competence, in order to ultimately collaborate on what their new innovation center could provide and find what was needed in order to do so.
 
Together they finalized the goal to introduce both innovation and entrepreneurship to UDM’s students by working with faculty to reshape their curriculum. Which would be done by giving their students the ability to take classes that are project based, making sure to transcend any normative book-report-esqueresearch tendencies, by embedding the very same designing thinking process throughout the DNA of their courses. Together, the idea of allowing their students to be mentored by innovative coaches was born.
 
That collaboration successfully led to the final realizationelement of the design process. Such a phase is made up of continually producing great prototypes and testing. For the team, that meant putting their resources (money, faculty, departments) to use in producing their idea of restructuring their courses and being able to consistently reflect on their progress. To innovate their innovation!
 
Having produced UDM’s fourth cohort, Meenu and her team have gone through noticing that students respond better with peers as their coaches than faculty. Carefully determining how the students that were to become peer innovative coaches (or PICs) were to be compensated and figuring out methods of PIC training and key timelines. All by actively being a part of the process and reflecting throughout the PIC experience. Today, Meenu looks forward to expanding the program and “getting PICs integrated more into helping the faculty with forming the projects” in order to aid their on-the-groundperspective.

Now, the University of Maryland has an extremely admirable two-semester-long training that students take in order to understand the design thinking process, take on the mindsets that are conducive to innovation, and see that in order to truly be able to be influential a peer innovation coach must be a coach (an individual who guides and works alongside students) rather than an advisor (an individual that just instructs and solely helps the faculty). The result leads to a vast amount of students gaining creative competence from their peers and now knowing what to do with ideas that could impact their communities and eventually the world!

(Here’s their [http://innovation.umd.edu/wp-content/uploads/2016/11/PIC-Role-Description-and-Application-1.pdf PIC application]!) #include all of the app pics here

== Section 4 ==

Sample text

Fellow:Khalilah Manson

2017-01-05T21:16:50Z

Kjmanson:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">As a proud Flyer attending the University of Dayton (2019), Khalilah Manson is in pursuit of what she thinks is one of the coolest things in the world: a Bachelor’s Degree in Computer Engineering.

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">[[File:Kjmanson.jpg|thumb]]

It all started at a young age, forcing loved-ones to engage in science experiments during birthday parties, glorifying math, finger-painting - all as a young girl on the southside of Chicago. Eventually her interest led her to participate in Chicago State University’s Pre-Freshman Engineering Program in association with the National Society of Black Engineers as a Highschooler. Learning her love for code, winning several robotics and math competitions (at various locations including Chicago’s Museum of Science and Industry) as well as holding the Presidential position of CSU’s Jr. NSBE Chapter (2013-14), led Khalilah to find her life’s purpose: “To become an Engineer with the awesome ability of inspiring others and innovating life as we know it.”
<div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Now, Ms. Manson is the Senator for UD’s Collegiate NSBE Chapter, a Q*mmunity Leader for UD’s LGBTQ+ students, Participant in UD’s Minority Engineering and Leadership Programs with a Cyber Security research assignment with the Wright-Patt Air Force Base. Recently, she won the RSA/EMC Cyber Security Competition at the 2016 NSBE National Convention as a fully active student on campus with the only regret of “doing it all without coffee.” Even with a full load of representing and serving the University of Dayton’s community, she became a camp counselor for UD’s Summer High School Women’s and Honors Engineering camps in order to serve the community of the future.</div><div> </div><div>But besides being the person that is used to holding the office titles of Web Developer, Project Manager, and Key Volunteer at the same time, she likes to do a whole slew of things. From writing poetry to screenplays, cooking dinner to creating dance routines, she has a passion to continually expand her horizons in order to defy stereotypes. In conversation she states that, “All of that might be interesting to hear from a Computer Engineer but I’m always going on about how being an engineer is being an artist and how I want to show that the American Dream can be painted with several different shades of stories, occupations and people.”</div><div> </div>
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">With a goal to change the phrase of “Good job, you’ve overcome the odds” to “Thanks for erasing the unnecessary obstacles for generations to come”, Khalilah Manson is excitedly a University Innovation Fellow Candidate. Those close to her have all heard her story and know her larger-than-life dreams and ideations, yet always describe her as the comic who humbly considers herself like everyone else:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“I want to touch the world, I grew up wanting to be a mermaid and I watch Apple Keynotes with popcorn to feel better about life…. People don’t admit the last two, but we all have that in common. ”
<div> </div>
[[Category:Student Contributors|Student_Contributors]]

Fellow:Khalilah Manson

2017-01-05T21:16:31Z

Kjmanson:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">As a proud Flyer attending the University of Dayton (2019), Khalilah Manson is in pursuit of what she thinks is one of the coolest things in the world: a Bachelor’s Degree in Computer Engineering.[[File:Kjmanson.jpg|thumb|Kjmanson.jpg]]

It all started at a young age, forcing loved-ones to engage in science experiments during birthday parties, glorifying math, finger-painting - all as a young girl on the southside of Chicago. Eventually her interest led her to participate in Chicago State University’s Pre-Freshman Engineering Program in association with the National Society of Black Engineers as a Highschooler. Learning her love for code, winning several robotics and math competitions (at various locations including Chicago’s Museum of Science and Industry) as well as holding the Presidential position of CSU’s Jr. NSBE Chapter (2013-14), led Khalilah to find her life’s purpose: “To become an Engineer with the awesome ability of inspiring others and innovating life as we know it.”
<div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Now, Ms. Manson is the Senator for UD’s Collegiate NSBE Chapter, a Q*mmunity Leader for UD’s LGBTQ+ students, Participant in UD’s Minority Engineering and Leadership Programs with a Cyber Security research assignment with the Wright-Patt Air Force Base. Recently, she won the RSA/EMC Cyber Security Competition at the 2016 NSBE National Convention as a fully active student on campus with the only regret of “doing it all without coffee.” Even with a full load of representing and serving the University of Dayton’s community, she became a camp counselor for UD’s Summer High School Women’s and Honors Engineering camps in order to serve the community of the future.</div><div> </div><div>But besides being the person that is used to holding the office titles of Web Developer, Project Manager, and Key Volunteer at the same time, she likes to do a whole slew of things. From writing poetry to screenplays, cooking dinner to creating dance routines, she has a passion to continually expand her horizons in order to defy stereotypes. In conversation she states that, “All of that might be interesting to hear from a Computer Engineer but I’m always going on about how being an engineer is being an artist and how I want to show that the American Dream can be painted with several different shades of stories, occupations and people.”</div><div> </div>
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">With a goal to change the phrase of “Good job, you’ve overcome the odds” to “Thanks for erasing the unnecessary obstacles for generations to come”, Khalilah Manson is excitedly a University Innovation Fellow Candidate. Those close to her have all heard her story and know her larger-than-life dreams and ideations, yet always describe her as the comic who humbly considers herself like everyone else:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“I want to touch the world, I grew up wanting to be a mermaid and I watch Apple Keynotes with popcorn to feel better about life…. People don’t admit the last two, but we all have that in common. ”
<div> </div>
[[Category:Student Contributors|Student_Contributors]]

Fellow:Khalilah Manson

2017-01-05T21:13:04Z

Kjmanson:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">As a proud Flyer attending the University of Dayton (2019), Khalilah Manson is in pursuit of what she thinks is one of the coolest things in the world: a Bachelor’s Degree in Computer Engineering.[[File:Kjmanson.jpg|thumb]]

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">It all started at a young age, forcing loved-ones to engage in science experiments during birthday parties, glorifying math, finger-painting - all as a young girl on the southside of Chicago. Eventually her interest led her to participate in Chicago State University’s Pre-Freshman Engineering Program in association with the National Society of Black Engineers as a Highschooler. Learning her love for code, winning several robotics and math competitions (at various locations including Chicago’s Museum of Science and Industry) as well as holding the Presidential position of CSU’s Jr. NSBE Chapter (2013-14), led Khalilah to find her life’s purpose: “To become an Engineer with the awesome ability of inspiring others and innovating life as we know it.”
<div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Now, Ms. Manson is the Senator for UD’s Collegiate NSBE Chapter, a Q*mmunity Leader for UD’s LGBTQ+ students, Participant in UD’s Minority Engineering and Leadership Programs with a Cyber Security research assignment with the Wright-Patt Air Force Base. Recently, she won the RSA/EMC Cyber Security Competition at the 2016 NSBE National Convention as a fully active student on campus with the only regret of “doing it all without coffee.” Even with a full load of representing and serving the University of Dayton’s community, she became a camp counselor for UD’s Summer High School Women’s and Honors Engineering camps in order to serve the community of the future.</div><div> </div><div>But besides being the person that is used to holding the office titles of Web Developer, Project Manager, and Key Volunteer at the same time, she likes to do a whole slew of things. From writing poetry to screenplays, cooking dinner to creating dance routines, she has a passion to continually expand her horizons in order to defy stereotypes. In conversation she states that, “All of that might be interesting to hear from a Computer Engineer but I’m always going on about how being an engineer is being an artist and how I want to show that the American Dream can be painted with several different shades of stories, occupations and people.”</div><div> </div>
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">With a goal to change the phrase of “Good job, you’ve overcome the odds” to “Thanks for erasing the unnecessary obstacles for generations to come”, Khalilah Manson is excitedly a University Innovation Fellow Candidate. Those close to her have all heard her story and know her larger-than-life dreams and ideations, yet always describe her as the comic who humbly considers herself like everyone else:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“I want to touch the world, I grew up wanting to be a mermaid and I watch Apple Keynotes with popcorn to feel better about life…. People don’t admit the last two, but we all have that in common. ”
<div> </div>

[[Category: Student Contributors]]

Fellow:Khalilah Manson

2017-01-05T21:10:31Z

Kjmanson:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">As a proud Flyer attending the University of Dayton (2019), Khalilah Manson is in pursuit of what she thinks is one of the coolest things in the world: a Bachelor’s Degree in Computer Engineering.[[File:Kjmanson.jpg|thumb|Kjmanson.jpg]]

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">It all started at a young age, forcing loved-ones to engage in science experiments during birthday parties, glorifying math, finger-painting - all as a young girl on the southside of Chicago. Eventually her interest led her to participate in Chicago State University’s Pre-Freshman Engineering Program in association with the National Society of Black Engineers as a Highschooler. Learning her love for code, winning several robotics and math competitions (at various locations including Chicago’s Museum of Science and Industry) as well as holding the Presidential position of CSU’s Jr. NSBE Chapter (2013-14), led Khalilah to find her life’s purpose: “To become an Engineer with the awesome ability of inspiring others and innovating life as we know it.”
<div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Now, Ms. Manson is the Senator for UD’s Collegiate NSBE Chapter, a Q*mmunity Leader for UD’s LGBTQ+ students, Participant in UD’s Minority Engineering and Leadership Programs with a Cyber Security research assignment with the Wright-Patt Air Force Base. Recently, she won the RSA/EMC Cyber Security Competition at the 2016 NSBE National Convention as a fully active student on campus with the only regret of “doing it all without coffee.” Even with a full load of representing and serving the University of Dayton’s community, she became a camp counselor for UD’s Summer High School Women’s and Honors Engineering camps in order to serve the community of the future.</div><div> </div><div>But besides being the person that is used to holding the office titles of Web Developer, Project Manager, and Key Volunteer at the same time, she likes to do a whole slew of things. From writing poetry to screenplays, cooking dinner to creating dance routines, she has a passion to continually expand her horizons in order to defy stereotypes. In conversation she states that, “All of that might be interesting to hear from a Computer Engineer but I’m always going on about how being an engineer is being an artist and how I want to show that the American Dream can be painted with several different shades of stories, occupations and people.”</div><div> </div>
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">With a goal to change the phrase of “Good job, you’ve overcome the odds” to “Thanks for erasing the unnecessary obstacles for generation to come”, Khalilah Manson is excitedly a University Innovation Fellow Candidate. Those close to her have all heard her story and know her larger-than-life dreams and ideations, yet always describe her as the comic who humbly considers herself like everyone else:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“I want to touch the world, I grew up wanting to be a mermaid and I watch Apple Keynotes with popcorn to feel better about life…. People don’t admit the last two, but we all have that in common. ”
<div> </div>

Fellow:Khalilah Manson

2017-01-05T21:09:40Z

Kjmanson:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">As a proud Flyer attending the University of Dayton (2019), Khalilah Manson is in pursuit of what she thinks is one of the coolest things in the world: a Bachelor’s Degree in Computer Engineering.[[File:Kjmanson.jpg|thumb]]

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">It all started at a young age, forcing loved-ones to engage in science experiments during birthday parties, glorifying math, finger-painting - all as a young girl on the southside of Chicago. Eventually her interest led her to participate in Chicago State University’s Pre-Freshman Engineering Program in association with the National Society of Black Engineers as a Highschooler. Learning her love for code, winning several robotics and math competitions (at various locations including Chicago’s Museum of Science and Industry) as well as holding the Presidential position of CSU’s Jr. NSBE Chapter (2013-14), led Khalilah to find her life’s purpose: “To become an Engineer with the awesome ability of inspiring others and innovating life as we know it.”
<div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Now, Ms. Manson is the Senator for UD’s Collegiate NSBE Chapter, a Q*mmunity Leader for UD’s LGBTQ+ students, Participant in UD’s Minority Engineering and Leadership Programs with a Cyber Security research assignment with the Wright-Patt Air Force Base. Recently, she won the RSA/EMC Cyber Security Competition at the 2016 NSBE National Convention as a fully active student on campus with the only regret of “doing it all without coffee.” Even with a full load of representing and serving the University of Dayton’s community, she became a camp counselor for UD’s Summer High School Women’s and Honors Engineering camps in order to serve the community of the future.</div><div> </div><div>But besides being the person that is used to holding the office titles of Web Developer, Project Manager, and Key Volunteer at the same time, she likes to do a whole slew of things. From writing poetry to screenplays, cooking dinner to creating dance routines, she has a passion to continually expand her horizons in order to defy stereotypes. In conversation she states that, “All of that might be interesting to hear from a Computer Engineer but I’m always going on about how being an engineer is being an artist and how I want to show that the American Dream can be painted with several different shades of stories, occupations and people.”</div><div> </div>
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">With a goal to change the phrase of “Good job, you’ve overcome the odds” to “Thanks for erasing the unnecessary obstacles for generation to come”, Khalilah Manson is excitedly a University Innovation Fellow Candidate. Those close to her have all heard her story and know her larger-than-life dreams and ideations, yet always describe her as the comic who humbly considers herself like everyone else:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“I want to touch the world, I grew up wanting to be a mermaid and I watch Apple Keynotes with popcorn to feel better about life…. People don’t admit the last two, but we all have that in common. ”
<div> </div>

Fellow:Khalilah Manson

2017-01-05T21:08:26Z

Kjmanson:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">As a proud Flyer attending the University of Dayton (2019), Khalilah Manson is in pursuit of what she thinks is one of the coolest things in the world: a Bachelor’s Degree in Computer Engineering.[[File:Kjmanson.jpg|frame]]

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">It all started at a young age, forcing loved-ones to engage in science experiments during birthday parties, glorifying math, finger-painting - all as a young girl on the southside of Chicago. Eventually her interest led her to participate in Chicago State University’s Pre-Freshman Engineering Program in association with the National Society of Black Engineers as a Highschooler. Learning her love for code, winning several robotics and math competitions (at various locations including Chicago’s Museum of Science and Industry) as well as holding the Presidential position of CSU’s Jr. NSBE Chapter (2013-14), led Khalilah to find her life’s purpose: “To become an Engineer with the awesome ability of inspiring others and innovating life as we know it.”
<div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Now, Ms. Manson is the Senator for UD’s Collegiate NSBE Chapter, a Q*mmunity Leader for UD’s LGBTQ+ students, Participant in UD’s Minority Engineering and Leadership Programs with a Cyber Security research assignment with the Wright-Patt Air Force Base. Recently, she won the RSA/EMC Cyber Security Competition at the 2016 NSBE National Convention as a fully active student on campus with the only regret of “doing it all without coffee.” Even with a full load of representing and serving the University of Dayton’s community, she became a camp counselor for UD’s Summer High School Women’s and Honors Engineering camps in order to serve the community of the future.</div><div> </div><div>But besides being the person that is used to holding the office titles of Web Developer, Project Manager, and Key Volunteer at the same time, she likes to do a whole slew of things. From writing poetry to screenplays, cooking dinner to creating dance routines, she has a passion to continually expand her horizons in order to defy stereotypes. In conversation she states that, “All of that might be interesting to hear from a Computer Engineer but I’m always going on about how being an engineer is being an artist and how I want to show that the American Dream can be painted with several different shades of stories, occupations and people.”</div><div> </div>
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">With a goal to change the phrase of “Good job, you’ve overcome the odds” to “Thanks for erasing the unnecessary obstacles for generation to come”, Khalilah Manson is excitedly a University Innovation Fellow Candidate. Those close to her have all heard her story and know her larger-than-life dreams and ideations, yet always describe her as the comic who humbly considers herself like everyone else:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“I want to touch the world, I grew up wanting to be a mermaid and I watch Apple Keynotes with popcorn to feel better about life…. People don’t admit the last two, but we all have that in common. ”
<div> </div>

File:Kjmanson.jpg

2017-01-05T21:05:59Z

Kjmanson: Picture of Khalilah Manson Initial purpose: use in "Khalilah Manson" contributor page

Picture of Khalilah Manson
Initial purpose: use in "Khalilah Manson" contributor page

Fellow:Khalilah Manson

2017-01-05T21:02:41Z

Kjmanson:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">As a proud Flyer attending the University of Dayton (2019), Khalilah Manson is in pursuit of what she thinks is one of the coolest things in the world: a Bachelor’s Degree in Computer Engineering.

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">It all started at a young age, forcing loved-ones to engage in science experiments during birthday parties, glorifying math, finger-painting - all as a young girl on the southside of Chicago. Eventually her interest led her to participate in Chicago State University’s Pre-Freshman Engineering Program in association with the National Society of Black Engineers as a Highschooler. Learning her love for code, winning several robotics and math competitions (at various locations including Chicago’s Museum of Science and Industry) as well as holding the Presidential position of CSU’s Jr. NSBE Chapter (2013-14), led Khalilah to find her life’s purpose: “To become an Engineer with the awesome ability of inspiring others and innovating life as we know it.”
<div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Now, Ms. Manson is the Senator for UD’s Collegiate NSBE Chapter, a Q*mmunity Leader for UD’s LGBTQ+ students, Participant in UD’s Minority Engineering and Leadership Programs with a Cyber Security research assignment with the Wright-Patt Air Force Base. Recently, she won the RSA/EMC Cyber Security Competition at the 2016 NSBE National Convention as a fully active student on campus with the only regret of “doing it all without coffee.” Even with a full load of representing and serving the University of Dayton’s community, she became a camp counselor for UD’s Summer High School Women’s and Honors Engineering camps in order to serve the community of the future.</div><div> </div><div>But besides being the person that is used to holding the office titles of Web Developer, Project Manager, and Key Volunteer at the same time, she likes to do a whole slew of things. From writing poetry to screenplays, cooking dinner to creating dance routines, she has a passion to continually expand her horizons in order to defy stereotypes. In conversation she states that, “All of that might be interesting to hear from a Computer Engineer but I’m always going on about how being an engineer is being an artist and how I want to show that the American Dream can be painted with several different shades of stories, occupations and people.”</div><div> </div>
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">With a goal to change the phrase of “Good job, you’ve overcome the odds” to “Thanks for erasing the unnecessary obstacles for generation to come”, Khalilah Manson is excitedly a University Innovation Fellow Candidate. Those close to her have all heard her story and know her larger-than-life dreams and ideations, yet always describe her as the comic who humbly considers herself like everyone else:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“I want to touch the world, I grew up wanting to be a mermaid and I watch Apple Keynotes with popcorn to feel better about life…. People don’t admit the last two, but we all have that in common. ”
<div> </div>

Fellow:Khalilah Manson

2017-01-05T20:47:54Z

Kjmanson:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">As a proud Flyer attending the University of Dayton (2019), Khalilah Manson is in pursuit of what she thinks is one of the coolest things in the world: a Bachelor’s Degree in Computer Engineering.

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">It all started at a young age, forcing loved-ones to engage in science experiments during birthday parties, glorifying math, finger-painting - all as a young girl on the southside of Chicago. Eventually her interest led her to participate in Chicago State University’s Pre-Freshman Engineering Program in association with the National Society of Black Engineers as a Highschooler. Learning her love for code, winning several robotics and math competitions (at various locations including Chicago’s Museum of Science and Industry) as well as holding the Presidential position of CSU’s Jr. NSBE Chapter (2013-14), led Khalilah to find her life’s purpose: “To become an Engineer with the awesome ability of inspiring others and innovating life as we know it.”
<div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Now, Ms. Manson is the Senator for UD’s Collegiate NSBE Chapter, a Q*mmunity Leader for UD’s LGBTQ+ students, Participant in UD’s Minority Engineering and Leadership Programs with a Cyber Security research assignment with the Wright-Patt Air Force Base. Recently, she won the RSA/EMC Cyber Security Competition at the 2016 NSBE National Convention as a fully active student on campus with the only regret of “doing it all without coffee.” Even with a full load of representing and serving the University of Dayton’s community, she became a camp counselor for UD’s Summer High School Women’s and Honors Engineering camps in order to serve the community of the future.</div><div> </div><div>But besides being the person that is used to holding the office titles of Web Developer, Project Manager, and Key Volunteer at the same time, she likes to do a whole slew of things. From writing poetry to screenplays, cooking dinner to creating dance routines, she has a passion to continually expand her horizons in order to defy stereotypes. In conversation she states that, “All of that might be interesting to hear from a Computer Engineer but I’m always going on about how being an engineer is being an artist and how I want to show that the American Dream can be painted with several different shades of stories, occupations and people.”</div><div> </div>
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">With a goal to change the phrase of “Good job, you’ve overcome the odds” to “Thanks for erasing the unnecessary obstacles for generation to come”, Khalilah Manson is excitedly a University Innovation Fellow Candidate. Those close to her have all heard her story and know her larger-than-life dreams and ideations, yet always describe her as the comic who humbly considers herself like everyone else:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“I want to touch the world, I grew up wanting to be a mermaid and I watch Apple Keynotes with popcorn to feel better about life…. People don’t admit the last two, but we all have that in common. ”
<div> </div>

Fellow:Khalilah Manson

2017-01-05T20:39:36Z

Kjmanson:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">As a proud Flyer attending the University of Dayton (2019), Khalilah Manson is in pursuit of what she thinks is one of the coolest things in the world: a Bachelor’s Degree in Computer Engineering.

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">It all started at a young age, forcing loved-ones to engage in science experiments during birthday parties, glorifying math, finger-painting - all as a young girl on the southside of Chicago. Eventually her interest led her to participate in Chicago State University’s Pre-Freshman Engineering Program in association with the National Society of Black Engineers as a Highschooler. Learning her love for code, winning several robotics and math competitions (at various locations including Chicago’s Museum of Science and Industry) as well as holding the Presidential position of CSU’s Jr. NSBE Chapter (2013-14), led Khalilah to find her life’s purpose: “To become an Engineer with the awesome ability of inspiring others and innovating life as we know it.”
<div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Now, Ms. Manson is the Senator for UD’s Collegiate NSBE Chapter, a Q*mmunity Leader for UD’s LGBTQ+ students, Participant in UD’s Minority Engineering and Leadership Programs with a Cyber Security research assignment with the Wright-Patt Air Force Base. Recently, she won the RSA/EMC Cyber Security Competition at the 2016 NSBE National Convention as a fully active student on campus with the only regret of “doing it all without coffee.” Even with a full load of representing and serving the University of Dayton’s community, she became a camp counselor for UD’s Summer High School Women’s and Honors Engineering camps in order to serve the community of the future.</div><div> </div><div>But besides being the person that is used to holding the office titles of Web Developer, Project Manager, and Key Volunteer at the same time, she likes to do a whole slew of things. From writing poetry to screenplays, cooking dinner to creating dance routines, she has a passion to continually expand her horizons in order to defy stereotypes. In conversation she states that, “All of that might be interesting to hear from a Computer Engineer but I’m always going on about how being an engineer is being an artist and how I want to show that the American Dream can be painted with several different shades of stories, occupations and people.”</div>
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">With a goal to change the phrase of “Good job, you’ve overcome the odds” to “Thanks for erasing the unnecessary obstacles for generation to come”, Khalilah Manson is excitedly a University Innovation Fellow Candidate. Those close to her have all heard her story and know her larger-than-life dreams and ideations, yet always describe her as the comic who humbly considers herself like everyone else:

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“I want to touch the world, I grew up wanting to be a mermaid and I watch Apple Keynotes with popcorn to feel better about life…. People don’t admit the last two, but we all have that in common. ”
<div> </div>

Fellow:Khalilah Manson

2017-01-05T20:38:02Z

Kjmanson: Created page with "<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: tra..."

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">As a proud Flyer attending the University of Dayton (2019), Khalilah Manson is in pursuit of what she thinks is one of the coolest things in the world: a Bachelor’s Degree in Computer Engineering.

<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;"> of Chicago. Eventually her interest led her to participate in Chicago State University’s Pre-Freshman Engineering Program in association with the National Society of Black Engineers as a Highschooler. Learning her love for code, winning several robotics and math competitions (at various locations including Chicago’s Museum of Science and Industry) as well as holding the Presidential position of CSU’s Jr. NSBE Chapter (2013-14), led Khalilah to find her life’s purpose: “To become an Engineer with the awesome ability of inspiring others and innovating life as we know it.”
<div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Now, Ms. Manson is the Senator for UD’s Collegiate NSBE Chapter, a Q*mmunity Leader for UD’s LGBTQ+ students, Participant in UD’s Minority Engineering and Leadership Programs with a Cyber Security research assignment with the Wright-Patt Air Force Base. Recently, she won the RSA/EMC Cyber Security Competition at the 2016 NSBE National Convention as a fully active student on campus with the only regret of “doing it all without coffee.” Even with a full load of representing and serving the University of Dayton’s community, she became a camp counselor for UD’s Summer High School Women’s and Honors Engineering camps in order to serve the community of the future.</div><div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;"> </div><div><span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">But besides being the person that is used to holding the office titles of Web Developer, Project Manager, and Key Volunteer at the same time, she likes to do a whole slew of things. From writing poetry to screenplays, cooking dinner to creating dance routines, she has a passion to continually expand her horizons in order to defy stereotypes. In conversation she states that, “All of that might be interesting to hear from a Computer Engineer but I’m always going on about how being an engineer is being an artist and how I want to show that the American Dream can be painted with several different shades of stories, occupations and people.”</div> 
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">With a goal to change the phrase of “Good job, you’ve overcome the odds” to “Thanks for erasing the unnecessary obstacles for generation to come”, Khalilah Manson is excitedly a University Innovation Fellow Candidate. Those close to her have all heard her story and know her larger-than-life dreams and ideations, yet always describe her as the comic who humbly considers herself like everyone else:
 
<span style="font-size: 14.666666666666666px; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-weight: 700; font-variant-ligatures: normal; font-variant-position: normal; font-variant-numeric: normal; font-variant-alternates: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">“I want to touch the world, I grew up wanting to be a mermaid and I watch Apple Keynotes with popcorn to feel better about life…. People don’t admit the last two, but we all have that in common. ”
<div> </div>