University Innovation Fellows - User contributions [en]

School:Villanova University

2017-02-11T21:19:35Z

Latkinsatkins:

= Student Entrepreneurship =
<div>[[File:Villanova.b.png|center|Villanova.b.png]] 
----

 Students are active inside and outside of the classroom when it comes to advancing their sense of entrepreneurship. Formally, Villanova offers two minor programs, and a certificate program for sophomores in entrepreneurship. A common minor for engineers is '''Engineering Entrepreneuship. '''This minor incorporates technology into a curriculum which gives students the basic tools they need to create and develop a marketable product. Students in this course start with the basics of product ideation and follow a sequence that brings them through the final steps of marketing their product and securing their intellectual property.

For business and arts students, Entrepreneurship is available as a minor and geared towards teaching students the business fundamentals involved in a starting your own venture. This minor pays special tribute to the significance employers place on intrapreneurial ability regardless of position in the company. These classes encourage Villanovans to think creatively and hone in on entrepreneurial skills such as creativity and innovation even within any organization.

Another popular option among sophomore students is the '''ICE CaPS '''certificate program. This program lets students meet with mentors, chat with CFOs of start-ups, and collaborate with other students, creating a very hands-on curriculum that enhances their entrepreneurial abilities.

Beyond these for-credit opportunities, there are a number of on extra-curricular displays of student entrepreneurship. Villanova held its fourth annual '''TEDx''' in the fall of 2015 and it was a great success. A number [[File:VillanovaTedx.png|thumb|VillanovaTedx.png]]of short speeches given by students, graduates and faculty members revolving around the theme of “Let's Imagine” were astoundingly thought-and-conversation provoking. Between conferences, as is customary with TED events, the inspired audience was able to network and connect.

The '''Villanova Student Entrepreneurship Competition (VESC) '''provides a more hands-on approach to entrepreneurial education. This student-only competition focused on making the world a better place was founded in 2009 by graduate engineering students Ronald Warzoha and Timothy Montalbano, and it operates with the '''Beyond Ideas: The Art of Entrepreneurship '''group (See Faculty Entrepreneurship). The competition allows students to showcase ideas by pitching them initially on the '''IdeaBounce '''page. This publicizes their idea and shares it with the Villanova network, helping them hunt down any resources necessary to further their idea (and can be done by anyone at any time even outside of the VSEC competition). For further stages of the competition the students pitch their idea, create a video, executive summaries, posters and financial tables to persuade a panel of judges. The top teams walk away with $10,000 total in prizes.

Another prevalent competition is the '''Villanova''' '''Innovation Chase.''' For this competition three teams of engineering students go through a preliminary round at Villanova in which they come up with a solution to a problem- several years ago it was an on-campus transportation problem. The students work through the process of researching, designing, prototyping and presenting their solutions to a panel of judges. The top two teams that survive this qualifier travel to the annual '''Chicago Innovation Chase''' intercollegiate-student entrepreneurship competition.

A number of these small-team oriented competitions exist on Villanova’s campus (multiple others are mentioned in the University-Industry Collaboration section). Though they allow an incredible, immersive [[File:VillanovaImaginationquest.png|thumb|VillanovaImaginationquest.png]]experience for their participants, the quantity of students who can be active in them is limited. To mitigate this problem Villanova developed '''Imagination Quest.''' This is an on-campus competition that is open to all students and takes place over 24 hours. Students enter as individuals then form teams. As the name suggests, they are then sent on a “quest” to discover opportunities, develop ideas, designs, and produce a business pitch, all within the 24 hour time limit. Throughout the process, students can present to a judging panel and receive feedback from mentors. This competition lets students explore, imagine, and be creative in a very fast-paced, high energy level environment.

Similar to the Imagination Quest is the '''Andriod Hackathon''', hosted once a semester and is usually co-hosted with corporate sponsors. There are two prompts, one general and one corporate specific. Each prompt has a separtate prize. The entire challenge takes place in a span of 48 hours.

There is also the '''Spark Competition''', a two day program where students focus on solving real world problems brought forward by industry partners. Student work along side members of industry to find solutions.

Beyond available courses and competitions, Villanova is also home to student-run clubs such as the '''Villanova Entrepreneurial Society'''. The Entrepreneurial Society works with existing entrepreneurship programs and tries to spread as much information as possible across campus concerning events, opportunities, speakers, etc. A large project they have taken on is the creation of a directory of Villanova community members who are involved in entrepreneurial ventures.

For students who have innovative attitudes but are interested less in the business side of entrepreneurship and more in social entrepreneurship, there are opportunities for this as well. Namely, '''Engineers Without [[File:VillanovaEwb.jpg|thumb|VillanovaEwb.jpg]]Borders''' and '''Business Without Borders''' exist primarily as philanthropic organizations which improve the world through innovative and creative action. The Business Without Borders group was created in 2009 and has been working in Nicaragua, Kenya and the Philippines on international development projects. More locally in the Philadelphia area, the students have united with the IRS and nonprofits to help low income people with tax returns. The group is largely inspired by entrepreneur Blake Mycoskie- the founder of the for-profit company TOM’s Shoes that is famous for its non-profit subsidiary and philanthropic initiative. In the past, the group has brought him to campus to speak to students about the potential for uniting profit and social benefit.

Engineers Without Borders has a similar, global initiative. This group travels to various locations and countries to implement sustainable engineering projects. Currently, they are working with the native Embera people in Panama. The Embera village is only accessible by dugout canoe, and the villagers struggle to communicate with others because of unsophisticated electrical systems. Villanovans in the group are working on innovative solutions to bring power to the tribe and improve their communication systems.

Another group with a similar initiative is '''Water for Waslala. '''This organization is a non-profit that works to solve crises concerning accessing clean water in Waslala, Nicaragua. Not only does the student group work to find funding for solutions, but they also utilize innovative thought to create technical solutions themselves.

As a final note, a number of students are in the process of or have already brought their ideas to life using aforementioned resources combined with resources at the newly formed '''ICE Center'''. This Center for Innovation, Creativity and Entrepreneurship at Villanova works to accelerate opportunities for students across disciplines and colleges so they can develop their entrepreneurial ability and learn from each other to become more innovative thinkers. For example, the ICE Center has a its very own Entrepreneur in Residence that works with students throughout the week. This is an alum (currently Eric Adams) or a member of the community, who has experience with Entrepreneurship and comes in to educate Villanovans about effective ways to engage startups. Another interesting opportunity that the ICE Center provides is '''Phillanova ICE'''. This program supports students who wish to connect with the Philadelphia entrepreneurship ecosystem. ICE helps students fund their entry and travel to various events across the Philadelphia area. Events that aren’t already preapproved parts of the program can be requested by students who wish to access them. 

 
</div>

= Faculty Entrepreneurship =
<div>
Villanova Faculty members are active participants in an entrepreneurial lifestyle, and their lasting careers as entrepreneurs inspire the students. Professor Edmond Dougherty - assistant professor of engineering and director of the Engineering Entrepreneurship program - was recently honored with the faculty '''Meyer ICE award'''. This award was created and endowed by Patrick Meyer, a 1974 graduate of the Villanova School of Business. The award is meant to recognize those who embrace an innovative, creative, and entrepreneurial spirit. Professor Dougherty embodies these traits and showed this by helping to create the Engineering Entrepreneurship minor. On campus, Dougherty is a VSEC committee member, he manages ECE Senior Capstone Projects and ECE Day, and he is a founder of the Beyond Ideas program which has let him lead student entrepreneurship teams in competitions like the Ford Contest and Innovation Chase. Outside of Villanova, Dougherty has over a dozen patents in his name, and is the president of Ablaze Development Corp, founder of Wavecam Media, and founder of August Design, LLC.
{{#Widget:Youtube|id=fyXBJ2RjQW4}}Patrick Meyer, creator of Meyer ICE Award, speaking at TEDxVillanova
 A number of professors and faculty members, including Edmond Dougherty, collect to form the '''Beyond Ideas Committee'''. As aforementioned this committee works in tandem with the Villanova Student Entrepreneurship competition. The committee is dedicated to uniting all five of Villanova’s individual colleges through entrepreneurship related events that they hold. This allows graduate law students, engineering students, arts and sciences students, nursing students and business students to unite and use their unique talents to teach each other and collaborate. 
</div>

= University Technology Transfer Functions =
<div>
[[File:Villanovamdl.png|thumb|Villanovamdl.png]]Villanova currently has an '''Office of Sponsored Research Program (OSRP) '''that has potential for expansion'''. '''This program helps students who are looking to patent an idea or license a product. They facilitate the process in accordance with the University policies for intellectual property, and assist in the student’s search for external resources and sponsors.
</div><div>
Students can connect and collaborate in the '''Multidisciplinary Design Lab, '''which has a 3D printer available, and the '''Machine Shop''', which offers a number of machines and materials available for the development of prototypes. Also, the law school library has a meeting environment for students. 

The college of Engineering has recently renovated two labs as '''Interdisciplinary Innovation Labs'''. These rooms contain smart technology, open space, and are available for all Villanova Students to utilize. Members of the '''Engineering Entrepreneurship Minor''' meet in those labs for their classes. The layouts of these rooms are used to help inspire creativity in the students who utilize them. The college of Engineering also plans to expand the building to include a new '''Student Learning Commons''' and '''Innovation Wing.''' These areas will be designed to help students realize their fullest potential. 

The School of Businesshas recently undergone some renovations. There is a more open flow in the building, to help students feel more comfortable and let their ideas prosper more. There is a new '''Innovation Classroom, '''which has glass doors and whiteboard walls. Students pursuing an '''Entrepreneurship Minor,''' through the business school meet there, but when class is not in session, the room is open to all students.

Villanova has recently built the '''C.A.V.E.''', a virtual reality room that is open to all students and is using KEEN Foundation grants to create an '''Idea Accelerator '''space and a tinkerer’s lab. Another '''Tinkerer's Lab''' is also currently in the the processes of being built in the engineering college, which was included through Villanova's newest campus expansion plan.There will be workshops and speakers for student interested in pursuing an entrepreneurial path. 
</div>

= University-Industry Collaboration =
<div>
Connections with external resources such as established companies and startups are too numerous to count. Villanova has officially paired with a number of companies, while some startups and companies choose to collaborate with students for shorter periods of time on specific projects. Also, students utilize the Entrepreneurs Network to communicate with recognized intrapreneurs and members of the entrepreneurial world frequently. One program is the '''Intrapreneurship Internship Program''' which connects entrepreneurial thinkers with companies that are seeking creative minds. In addition, the '''Entrepreneurs Network''' is a widespread network which unites over 4,000 people- entrepreneurs, investors and service providers- in each of their meetings. This is an incredible opportunity for students to network and seek out business connections in people with similar interests.

Furthermore, Villanovans unite with companies in a number of different competitions. These competitions are meant to be immersive experiences for smaller groups of students so they can work closely on innovative projects with companies or other universities. One example is the '''Innovation Encounter'''. Held at Lawrence Technological University, this competition hosts student teams of about five people from various schools to solve a problem presented by a different industry sponsor each year. In 2013, Reverie Mattress Company gave students a technical problem they were dealing with, and asked them to come up with innovative  solutions to help their company. The idea’s generated by Villanova’s team of four won third place. Another competition is the '''UDM Ford Innovation Competition'''. This is a national competition sponsored by Ford Motor Company and held at the University of Detroit Mercy. In the most recent competition, over 90 teams competed to create the greatest, most innovative ideas for a vehicle interior of the future, and Villanova’s team of four took second place. 
</div>{{#Widget:Youtube|id=LW0VDEuPHr0}}Example of a Villanova team'svideo entry to Ford Innovation Competition
= Regional and Local Economic Development =
<div>
Villanova works with '''SBIR''' and '''STTR''' program grants from the government which are, as quoted from the Department of Education, intended to “stimulate technological innovation; increase small business participation in federal research and development; foster and encourage participation by minority and disadvantaged persons in technological innovation; and increase private sector commercialization of technology derived from federal research and development” ([http://www2.ed.gov/programs/sbir/index.html http://www2.ed.gov/programs/sbir/index.html]). The program funds research and helps provide publication and patent opportunities through partnerships between academia and industry.

 As aforementioned, a number of the clubs on Villanova’s campus that are focused on innovative ideation are fundamentally philanthropic, and these clubs unite with or are a part of different non-profit agencies. This allows for the development of Villanova’s entrepreneurial activity regionally, locally, and even worldwide. This strengthens student’s abilities to face diverse problems, and gives an opportunity for an extensive entrepreneurial education.
</div>
= Conclusion =

Villanova University has an incredible amount of resources to offer its students. From courses, clubs and competitions, an incredibly talented faculty and number of available mentors, to external resources offered by businesses and many more. Students have everything they need to let their inner innovator grow and flourish.  Just a few years ago, such entrepreneurial activity would not have been so evident. Thanks to a grant by the KEEN Foundation, the Engineering Entrepreneurship Program and many of the competitions have been born and sponsored within the past few years.

Furthermore, due to the efforts of the Beyond Ideas Committee all of the colleges have been recently linked to create an influx of entrepreneurial communication and networking across the school. This rapid progression of entrepreneurial development at Villanova continues with no sign of slowing. Within the next few years Villanova hopes to expand resources in the idea accelerator, create more pre-capstone experiences and tinkerer’s lab, an increase in innovator and artist in residence presence on campus, an expansion of the OSRP,  a Forum for Innovation, Research and Entrepreneurship, additional summer faculty workshops, and more. Villanovans recognize the importance of developing their innovative and creative abilities and look forward to expanding the entrepreneurial offerings available on and off campus.

= Landscape Canvas =

The Landscape Canvases for Villanova University can be accessed here:

[https://docs.google.com/document/d/1NZkGFFQ8JISccC6Gua4mj5gLdzQsDjg-4Gwe2oTzE9o/edit?usp=sharing Villanova Landscape Canvas Doc 2017]

[https://docs.google.com/presentation/d/1B2z_wNylN0o5zljrdis5d1fLZQfZgaymPAhyy8eHFLg/edit#slide=id.gded0dd295_2_14 Villanova SlideSet Landscape Canvas 2016]

[https://docs.google.com/spreadsheets/d/1Zri_jLKxtzMRohBw8pqxYoHkqWPo1auc9TwCAz2jiD4/edit#gid=2 Villanova Landscape Canvas Spreadsheet]

== Related Links ==

Villanova University

[http://universityinnovation.org/wiki/Villanova_University_Student_Priorities#Related_Links Villanova Student Priorities]

University Innovation Fellows

Spring 2017:

[http://universityinnovation.org/wiki/Albert_Tebbetts Albert Tebbetts]

[http://universityinnovation.org/wiki/Lauren_Atkins Lauren Atkins]

Spring 2016:

[http://universityinnovation.org/wiki/Sarrah_Truong Sarrah Truong]

Spring 2015:

[http://universityinnovation.org/wiki/Erik_Koehr Erik Koehr]

Spring 2014:

[http://universityinnovation.org/wiki/Abbey_Buckenheimer Abbey Buckenheimer]

[https://drive.google.com/a/villanova.edu/file/d/0B2tZENGpXGoEblpVM3lQY081eWs/view?usp=sharing Villanova Business Model Canvas]

[https://docs.google.com/document/d/1E8vm1iJa-tCHs_9oWbfrzNkoBnUA9KdaCCKN09F4nnI/edit?usp=sharing Villanova and Education in the New Age]

[[Category:Universities]]

School:Villanova University

2017-02-11T21:18:00Z

Latkinsatkins:

= Student Entrepreneurship =
<div>[[File:Villanova.b.png|center|Villanova.b.png]] 
----

 Students are active inside and outside of the classroom when it comes to advancing their sense of entrepreneurship. Formally, Villanova offers two minor programs, and a certificate program for sophomores in entrepreneurship. A common minor for engineers is '''Engineering Entrepreneuship. '''This minor incorporates technology into a curriculum which gives students the basic tools they need to create and develop a marketable product. Students in this course start with the basics of product ideation and follow a sequence that brings them through the final steps of marketing their product and securing their intellectual property.

For business and arts students, Entrepreneurship is available as a minor and geared towards teaching students the business fundamentals involved in a starting your own venture. This minor pays special tribute to the significance employers place on intrapreneurial ability regardless of position in the company. These classes encourage Villanovans to think creatively and hone in on entrepreneurial skills such as creativity and innovation even within any organization.

Another popular option among sophomore students is the '''ICE CaPS '''certificate program. This program lets students meet with mentors, chat with CFOs of start-ups, and collaborate with other students, creating a very hands-on curriculum that enhances their entrepreneurial abilities.

Beyond these for-credit opportunities, there are a number of on extra-curricular displays of student entrepreneurship. Villanova held its fourth annual '''TEDx''' in the fall of 2015 and it was a great success. A number [[File:VillanovaTedx.png|thumb|VillanovaTedx.png]]of short speeches given by students, graduates and faculty members revolving around the theme of “Let's Imagine” were astoundingly thought-and-conversation provoking. Between conferences, as is customary with TED events, the inspired audience was able to network and connect.

The '''Villanova Student Entrepreneurship Competition (VESC) '''provides a more hands-on approach to entrepreneurial education. This student-only competition focused on making the world a better place was founded in 2009 by graduate engineering students Ronald Warzoha and Timothy Montalbano, and it operates with the '''Beyond Ideas: The Art of Entrepreneurship '''group (See Faculty Entrepreneurship). The competition allows students to showcase ideas by pitching them initially on the '''IdeaBounce '''page. This publicizes their idea and shares it with the Villanova network, helping them hunt down any resources necessary to further their idea (and can be done by anyone at any time even outside of the VSEC competition). For further stages of the competition the students pitch their idea, create a video, executive summaries, posters and financial tables to persuade a panel of judges. The top teams walk away with $10,000 total in prizes.

Another prevalent competition is the '''Villanova''' '''Innovation Chase.''' For this competition three teams of engineering students go through a preliminary round at Villanova in which they come up with a solution to a problem- several years ago it was an on-campus transportation problem. The students work through the process of researching, designing, prototyping and presenting their solutions to a panel of judges. The top two teams that survive this qualifier travel to the annual '''Chicago Innovation Chase''' intercollegiate-student entrepreneurship competition.

A number of these small-team oriented competitions exist on Villanova’s campus (multiple others are mentioned in the University-Industry Collaboration section). Though they allow an incredible, immersive [[File:VillanovaImaginationquest.png|thumb|VillanovaImaginationquest.png]]experience for their participants, the quantity of students who can be active in them is limited. To mitigate this problem Villanova developed '''Imagination Quest.''' This is an on-campus competition that is open to all students and takes place over 24 hours. Students enter as individuals then form teams. As the name suggests, they are then sent on a “quest” to discover opportunities, develop ideas, designs, and produce a business pitch, all within the 24 hour time limit. Throughout the process, students can present to a judging panel and receive feedback from mentors. This competition lets students explore, imagine, and be creative in a very fast-paced, high energy level environment.

Similar to the Imagination Quest is the '''Andriod Hackathon''', hosted once a semester and is usually co-hosted with corporate sponsors. There are two prompts, one general and one corporate specific. Each prompt has a separtate prize. The entire challenge takes place in a span of 48 hours.

There is also the '''Spark Competition''', a two day program where students focus on solving real world problems brought forward by industry partners. Student work along side members of industry to find solutions.

Beyond available courses and competitions, Villanova is also home to student-run clubs such as the '''Villanova Entrepreneurial Society'''. The Entrepreneurial Society works with existing entrepreneurship programs and tries to spread as much information as possible across campus concerning events, opportunities, speakers, etc. A large project they have taken on is the creation of a directory of Villanova community members who are involved in entrepreneurial ventures.

For students who have innovative attitudes but are interested less in the business side of entrepreneurship and more in social entrepreneurship, there are opportunities for this as well. Namely, '''Engineers Without [[File:VillanovaEwb.jpg|thumb|VillanovaEwb.jpg]]Borders''' and '''Business Without Borders''' exist primarily as philanthropic organizations which improve the world through innovative and creative action. The Business Without Borders group was created in 2009 and has been working in Nicaragua, Kenya and the Philippines on international development projects. More locally in the Philadelphia area, the students have united with the IRS and nonprofits to help low income people with tax returns. The group is largely inspired by entrepreneur Blake Mycoskie- the founder of the for-profit company TOM’s Shoes that is famous for its non-profit subsidiary and philanthropic initiative. In the past, the group has brought him to campus to speak to students about the potential for uniting profit and social benefit.

Engineers Without Borders has a similar, global initiative. This group travels to various locations and countries to implement sustainable engineering projects. Currently, they are working with the native Embera people in Panama. The Embera village is only accessible by dugout canoe, and the villagers struggle to communicate with others because of unsophisticated electrical systems. Villanovans in the group are working on innovative solutions to bring power to the tribe and improve their communication systems.

Another group with a similar initiative is '''Water for Waslala. '''This organization is a non-profit that works to solve crises concerning accessing clean water in Waslala, Nicaragua. Not only does the student group work to find funding for solutions, but they also utilize innovative thought to create technical solutions themselves.

As a final note, a number of students are in the process of or have already brought their ideas to life using aforementioned resources combined with resources at the newly formed '''ICE Center'''. This Center for Innovation, Creativity and Entrepreneurship at Villanova works to accelerate opportunities for students across disciplines and colleges so they can develop their entrepreneurial ability and learn from each other to become more innovative thinkers. For example, the ICE Center has a its very own Entrepreneur in Residence that works with students throughout the week. This is an alum (currently Eric Adams) or a member of the community, who has experience with Entrepreneurship and comes in to educate Villanovans about effective ways to engage startups. Another interesting opportunity that the ICE Center provides is '''Phillanova ICE'''. This program supports students who wish to connect with the Philadelphia entrepreneurship ecosystem. ICE helps students fund their entry and travel to various events across the Philadelphia area. Events that aren’t already preapproved parts of the program can be requested by students who wish to access them. 

 
</div>

= Faculty Entrepreneurship =
<div>
Villanova Faculty members are active participants in an entrepreneurial lifestyle, and their lasting careers as entrepreneurs inspire the students. Professor Edmond Dougherty - assistant professor of engineering and director of the Engineering Entrepreneurship program - was recently honored with the faculty '''Meyer ICE award'''. This award was created and endowed by Patrick Meyer, a 1974 graduate of the Villanova School of Business. The award is meant to recognize those who embrace an innovative, creative, and entrepreneurial spirit. Professor Dougherty embodies these traits and showed this by helping to create the Engineering Entrepreneurship minor. On campus, Dougherty is a VSEC committee member, he manages ECE Senior Capstone Projects and ECE Day, and he is a founder of the Beyond Ideas program which has let him lead student entrepreneurship teams in competitions like the Ford Contest and Innovation Chase. Outside of Villanova, Dougherty has over a dozen patents in his name, and is the president of Ablaze Development Corp, founder of Wavecam Media, and founder of August Design, LLC.
{{#Widget:Youtube|id=fyXBJ2RjQW4}}Patrick Meyer, creator of Meyer ICE Award, speaking at TEDxVillanova
 A number of professors and faculty members, including Edmond Dougherty, collect to form the '''Beyond Ideas Committee'''. As aforementioned this committee works in tandem with the Villanova Student Entrepreneurship competition. The committee is dedicated to uniting all five of Villanova’s individual colleges through entrepreneurship related events that they hold. This allows graduate law students, engineering students, arts and sciences students, nursing students and business students to unite and use their unique talents to teach each other and collaborate. 
</div>

= University Technology Transfer Functions =
<div>
[[File:Villanovamdl.png|thumb|Villanovamdl.png]]Villanova currently has an '''Office of Sponsored Research Program (OSRP) '''that has potential for expansion'''. '''This program helps students who are looking to patent an idea or license a product. They facilitate the process in accordance with the University policies for intellectual property, and assist in the student’s search for external resources and sponsors.
</div><div>
Students can connect and collaborate in the '''Multidisciplinary Design Lab, '''which has a 3D printer available, and the '''Machine Shop''', which offers a number of machines and materials available for the development of prototypes. Also, the law school library has a meeting environment for students. 

The college of Engineering has recently renovated two labs as '''Interdisciplinary Innovation Labs'''. These rooms contain smart technology, open space, and are available for all Villanova Students to utilize. Members of the '''Engineering Entrepreneurship Minor''' meet in those labs for their classes. The layouts of these rooms are used to help inspire creativity in the students who utilize them. The college of Engineering also plans to expand the building to include a new '''Student Learning Commons''' and '''Innovation Wing.''' These areas will be designed to help students realize their fullest potential. 

The School of Businesshas recently undergone some renovations. There is a more open flow in the building, to help students feel more comfortable and let their ideas prosper more. There is a new '''Innovation Classroom, '''which has glass doors and whiteboard walls. Students pursuing an '''Entrepreneurship Minor,''' through the business school meet there, but when class is not in session, the room is open to all students.

Villanova has recently built the '''C.A.V.E.''', a virtual reality room that is open to all students and is using KEEN Foundation grants to create an '''Idea Accelerator '''space and a tinkerer’s lab. Another '''Tinkerer's Lab''' is also currently in the the processes of being built in the engineering college, which was included through Villanova's newest campus expansion plan.There will be workshops and speakers for student interested in pursuing an entrepreneurial path. 
</div>

= University-Industry Collaboration =
<div>
Connections with external resources such as established companies and startups are too numerous to count. Villanova has officially paired with a number of companies, while some startups and companies choose to collaborate with students for shorter periods of time on specific projects. Also, students utilize the Entrepreneurs Network to communicate with recognized intrapreneurs and members of the entrepreneurial world frequently. One program is the '''Intrapreneurship Internship Program''' which connects entrepreneurial thinkers with companies that are seeking creative minds. In addition, the '''Entrepreneurs Network''' is a widespread network which unites over 4,000 people- entrepreneurs, investors and service providers- in each of their meetings. This is an incredible opportunity for students to network and seek out business connections in people with similar interests.

Furthermore, Villanovans unite with companies in a number of different competitions. These competitions are meant to be immersive experiences for smaller groups of students so they can work closely on innovative projects with companies or other universities. One example is the '''Innovation Encounter'''. Held at Lawrence Technological University, this competition hosts student teams of about five people from various schools to solve a problem presented by a different industry sponsor each year. In 2013, Reverie Mattress Company gave students a technical problem they were dealing with, and asked them to come up with innovative  solutions to help their company. The idea’s generated by Villanova’s team of four won third place. Another competition is the '''UDM Ford Innovation Competition'''. This is a national competition sponsored by Ford Motor Company and held at the University of Detroit Mercy. In the most recent competition, over 90 teams competed to create the greatest, most innovative ideas for a vehicle interior of the future, and Villanova’s team of four took second place. 
</div>{{#Widget:Youtube|id=LW0VDEuPHr0}}Example of a Villanova team'svideo entry to Ford Innovation Competition
= Regional and Local Economic Development =
<div>
Villanova works with '''SBIR''' and '''STTR''' program grants from the government which are, as quoted from the Department of Education, intended to “stimulate technological innovation; increase small business participation in federal research and development; foster and encourage participation by minority and disadvantaged persons in technological innovation; and increase private sector commercialization of technology derived from federal research and development” ([http://www2.ed.gov/programs/sbir/index.html http://www2.ed.gov/programs/sbir/index.html]). The program funds research and helps provide publication and patent opportunities through partnerships between academia and industry.

 As aforementioned, a number of the clubs on Villanova’s campus that are focused on innovative ideation are fundamentally philanthropic, and these clubs unite with or are a part of different non-profit agencies. This allows for the development of Villanova’s entrepreneurial activity regionally, locally, and even worldwide. This strengthens student’s abilities to face diverse problems, and gives an opportunity for an extensive entrepreneurial education.
</div>
= Conclusion =

Villanova University has an incredible amount of resources to offer its students. From courses, clubs and competitions, an incredibly talented faculty and number of available mentors, to external resources offered by businesses and many more. Students have everything they need to let their inner innovator grow and flourish.  Just a few years ago, such entrepreneurial activity would not have been so evident. Thanks to a grant by the KEEN Foundation, the Engineering Entrepreneurship Program and many of the competitions have been born and sponsored within the past few years.

Furthermore, due to the efforts of the Beyond Ideas Committee all of the colleges have been recently linked to create an influx of entrepreneurial communication and networking across the school. This rapid progression of entrepreneurial development at Villanova continues with no sign of slowing. Within the next few years Villanova hopes to expand resources in the idea accelerator, create more pre-capstone experiences and tinkerer’s lab, an increase in innovator and artist in residence presence on campus, an expansion of the OSRP,  a Forum for Innovation, Research and Entrepreneurship, additional summer faculty workshops, and more. Villanovans recognize the importance of developing their innovative and creative abilities and look forward to expanding the entrepreneurial offerings available on and off campus.

= Landscape Canvas =

The Landscape Canvases for Villanova University can be accessed here:

[https://docs.google.com/document/d/1NZkGFFQ8JISccC6Gua4mj5gLdzQsDjg-4Gwe2oTzE9o/edit?usp=sharing]

[https://docs.google.com/presentation/d/1B2z_wNylN0o5zljrdis5d1fLZQfZgaymPAhyy8eHFLg/edit#slide=id.gded0dd295_2_14 Villanova SlideSet Landscape Canvas] 2016

[https://docs.google.com/spreadsheets/d/1Zri_jLKxtzMRohBw8pqxYoHkqWPo1auc9TwCAz2jiD4/edit#gid=2 Villanova Landscape Canvas Spreadsheet]

== Related Links ==

Villanova University

[http://universityinnovation.org/wiki/Villanova_University_Student_Priorities#Related_Links Villanova Student Priorities]

University Innovation Fellows

Spring 2017:

[http://universityinnovation.org/wiki/Albert_Tebbetts Albert Tebbetts]

[http://universityinnovation.org/wiki/Lauren_Atkins Lauren Atkins]

Spring 2016:

[http://universityinnovation.org/wiki/Sarrah_Truong Sarrah Truong]

Spring 2015:

[http://universityinnovation.org/wiki/Erik_Koehr Erik Koehr]

Spring 2014:

[http://universityinnovation.org/wiki/Abbey_Buckenheimer Abbey Buckenheimer]

[https://drive.google.com/a/villanova.edu/file/d/0B2tZENGpXGoEblpVM3lQY081eWs/view?usp=sharing Villanova Business Model Canvas]

[https://docs.google.com/document/d/1E8vm1iJa-tCHs_9oWbfrzNkoBnUA9KdaCCKN09F4nnI/edit?usp=sharing Villanova and Education in the New Age]

[[Category:Universities]]

Priorities:Villanova University Student Priorities

2017-02-11T21:15:49Z

Latkinsatkins:

= Introduction =

The most paramount issue plaguing Villanova’s campus is the reputation of innovation and entrepreneurship. As a school that in many ways encourages the traditional path of education, graduate schooling and entry into the corporate world, many people do not respect the seemingly eccentric and unproductive façade that covers the world of innovation. Measures need to be taken to show students on campus, from nurses to business students, engineers to scientists, that innovation can help them progress professionally and personally to wherever they plan to be in the near or distant future. The way that this can be done is first through the transfer of knowledge. Innovation, as a mindset, a tool, or a method, will gain respect with the creation of an Innovation Council Board that can operate in tandem with the Villanova Entrepreneurial Society. The council can publicize under-appreciated events and opportunities at Villanova, as well as create their own. The innovation ecosystem can be further united through the creation of a comprehensive Entrepreneurship Minor Program, and the birth of a maker space on campus, in which students of all disciplines will be able to collaborate. Through these few methods, the terms and activities associated with "innovation" and "entrepreneurship" will lose their stigma and become more vibrant on campus, creating lasting changes that will effect thousands.

== Project Pitches ==

Villanova University UIF Spring 2016 Pitch

{{#Widget:Youtube|id=VaNAe71UbuE}}

[https://www.youtube.com/watch?v=VaNAe71UbuE&feature=youtu.be https://www.youtube.com/watch?v=VaNAe71UbuE&feature=youtu.be]

Villanova University UIF Spring 2015 Pitch

{{#Widget:Youtube|id=ig5bolA1kzI}}

[https://www.youtube.com/watch?v=ig5bolA1kzI&nbsp https://www.youtube.com/watch?v=ig5bolA1kzI&nbsp];[https://www.youtube.com/watch?v=ig5bolA1kzI [1]]

Villanova University UIF Spring 2014 Pitch

{{#Widget:Youtube|id=itSHOsbfHX0}}

[https://i.ytimg.com/vi_webp/ig5bolA1kzI/mqdefault.webp https://i.ytimg.com/vi_webp/ig5bolA1kzI/mqdefault.webp]

= Understanding Innovation & Uniting Campus =

== Strategy 1: Comprehensive Minor Program ==

Currently, Villanova offers an Entrepreneurship minor for students in the School of Business, and an Engineering Entrepreneurship minor for students enrolled in the College of Engineering. Meanwhile, the Beyond Ideas Committee functions largely to unite the five colleges of Villanova through entrepreneurship events. The events the committee holds can only be so effective if these students return to their respective colleges and entrepreneurship programs afterwards. If colleges were uprooted by their segregated bases and the entrepreneurship minor was universal to all students, this would open up a new realm of collaboration.

A few major milestones have occured that benefit Villanova Entrepreneurs

*During the Fall of 2014, members of the Business and Engineering Entrepreneurship Minors had class together once a week and formed interdisciplinary teams. This allowed the teams to become more successful with the greater pool of knowledge available. Since this was the first year where such a large scale collaboration happened, there were some kinks, however the overall teams benefitted.
*The administration that is in charge of the Engineering Entrepreneurship Minor is talking about opening the minor up to non-engineering students

== Strategy 2: Expanding the Reach of Innovation ==

As of date, Villanova has two minor that focus on entrepreneurship: the Engineering Entrepreneurship Minor which is open to all engineering students, and the Entrepreneurship Minor, which is open to the business and liberal arts and sciences  students. There is no major which focuses on innovation. There are graduate degrees in sustainabilty, which have innovation heavy components. These courses are in the process of being filtered down into the undergraduate cirriculums. There is an increasing demand for more entrepreneurship and sustainabilty courses for undergraduates, and if these were offered as co-majors, they would be successful.

Between the two, entrepreneurial minors, most of the Villanova Campus has assess to innovative paths, however there is one group that is overlooked, the nursing students. The nurses do not have their own entrepreneurial minor, or innovation space. The only way that they can experience entrepreneurship is through the ICE CaPS program for sophomores, which only meets eight times throughout the course of a year. 

== Strategy 3: Innovation Council Board ==

An Innovation Council Board could be created to bring about organization and form a central location for innovative activity and action. The Council Board will be interdisciplinary, with representatives from all colleges at Villanova, including graduate students and professors, to advise the board. The board will unite all sides of campus and have two main purposes, as detailed in the following section.

== Strategy 4: Publicity & Events ==

There are two main issues that an Innovation Council Board could attack and resolve:

 Existent Opportunities Villanova. With 6,500 undergrads, graduate students, and Philadelphia within reach, Existent Opportunities Villanova offers a plethora of opportunities. Guest speakers, workshops, conferences, networking events, and more are all highly-frequent occurrences. However, many of these opportunities are not taken advantage of by many students. For example, during the most recent TEDx Villanova hosted an incredible collection of speakers, but the student attendance did not even reach the capacity set by TEDx. An Innovation Council board could become a hub for all innovative activity on campus. It could fill gaps in advertising and publicity where other groups are lacking to ensure all students are aware of their opportunities.

Spreading Knowledge. The necessity of spreading the knowledge of innovation is a theme in the student priorities for Villanova. A Council Board could host events in which they can educate students about what innovation is all about and how it can help them. Workshops meant to inspire students would ignite innovation through campus.

== Strategy 5: New Facilities ==

Villanova has recently undergone major renovations that benefit innovation and entrepreneurship

*The College of Engineering has two interdisciplinary innovation labs
*The School of Business has new innovation classroom and technological centers
*3d Printer and lab
*An Idea Accelerator and Tinkerer's Workshop

Some ideas that Villanova is in the process of pursing:

*Innovation Lab Wing and Student Commons at the College of Engineering

Ideas that Villanova has planned for the future:

*New technological center at the School of Business

= Opportunities for Innovation in Action =

== Strategy 1: Creating a Maker Space ==

Villanova currently has a Multidisciplinary Design Lab which provides a location for students to work. However, students would truly benefit from another maker space. The additional maker space should have more resources within it for prototyping, and be more open to movement (as the MDL is separated into table sections) so students can collaborate with ease. The existent MDL is also frequently overcrowded, preventing students from working there if they did not put in the forethought to reserve their own area for the time period in which they plan to work. This formulaic planning to brainstorm or collaborate nearly defeats the purpose of having an MDL. A new maker space will have more room for students to freely walk in whenever they feel inspired. Villanova is currently working on an expansion of the Center for Engineering Education and Research which will include the development of an innovation space in the library and a tinkerer's lab in the basement of the building with a close proximity to the existent machine shop. These spaces should provide students with more of the resources and physical space they need to create.

== Strategy 2: Accessibility & Usage ==

As aforementioned, there are certain restrictions the current MDL imposes upon students who wish to utilize it. The maker spaces that are created need to be highly accessible to students, and while students are there it should optimize their ability to create. Ideally, the spaces will be large enough for all students who wish to use it to be able to do so without reserving their spot beforehand. If not, a simple system should be created for dividing time between student groups. All students should be able to access at least a limited time in an environment in which they will not be cramped and overcrowded so they can move and create in the most productive way possible. An additional resource that could be of use is "Entrepreneur Office Hours" in these maker spaces. These could be fulfilled by the Entrepreneur in Residence, or any of the Entrepreneurship professors who have gone through the process of ideating, prototyping, and bringing their own products to market on numerous occasions. This could be a very useful resource for students to exploit as they struggle through the process for the first time. By having these office hours in the maker space itself, it will be easier for the professionals to collaborate with students as they work, instead of holding these conversations in constricted office environments.

== Strategy 3: Workshops ==

Many students do not utilize the machine shop, 3D printer, and various other technologies made available to them because they are unaware of how to operate them. Workshops given by fellow students or instructors about how to operate all available machinery, or how to use certain programs, will help students take advantage of all that is available to them and gain the technical skills they need to create.

== Strategy 4: Idea Accelerator Expansion/Awareness ==

The Idea Accelerator is a brand new facility that is starting to be more utilized by students accross all disciplines. There is space and equipment for entrepreneurs to design whatever paper napkin idea that they have designed. During the weekends there are workshops and speakers to help interested students discover what they can gain from and what they can give to innovation and entrepreneurship. We hope to create more of a response and awareness at these events, bringing heavier crowds into the ICE Center. This area will help future innovators gain the knowledge and practice to make their ideas realities. With such a new building, it is necessay to make this resource known amongst the student body.

= Related Links =

[http://universityinnovation.org/wiki/Villanova_University Villanova University]

[http://universityinnovation.org/wiki/Albert_Tebbetts Albert Tebbetts]

[http://universityinnovation.org/wiki/Lauren_Atkins Lauren Atkins]

[http://universityinnovation.org/wiki/Abbey_Buckenheimer Abbey Buckenheimer]

[http://universityinnovation.org/wiki//Erik_Koehr Erik Koehr]

[http://universityinnovation.org/wiki/Sarrah_Truong Sarrah Truong]

[https://docs.google.com/presentation/d/1B2z_wNylN0o5zljrdis5d1fLZQfZgaymPAhyy8eHFLg/edit#slide=id.gded0dd295_2_14 Villanova Landscape Canvas Slidedeck]

[https://docs.google.com/spreadsheets/d/1TxSNL0wp4tmcl8llSiQnCGYTotwveQUCqwNHpPqyV4c/edit#gid=0 Villanova Landscape Canvas Spreadsheet]

[https://drive.google.com/a/villanova.edu/file/d/0B2tZENGpXGoEblpVM3lQY081eWs/view?usp=sharing Villanova Business Model Canvas]

[https://docs.google.com/document/d/1E8vm1iJa-tCHs_9oWbfrzNkoBnUA9KdaCCKN09F4nnI/edit?usp=sharing Villanova and Education in the New Age]

[[Category:Student Priorities|v]]

Priorities:Villanova University Student Priorities

2017-02-11T21:09:54Z

Latkinsatkins:

= Introduction =

The most paramount issue plaguing Villanova’s campus is the reputation of innovation and entrepreneurship. As a school that in many ways encourages the traditional path of education, graduate schooling and entry into the corporate world, many people do not respect the seemingly eccentric and unproductive façade that covers the world of innovation. Measures need to be taken to show students on campus, from nurses to business students, engineers to scientists, that innovation can help them progress professionally and personally to wherever they plan to be in the near or distant future. The way that this can be done is first through the transfer of knowledge. Innovation, as a mindset, a tool, or a method, will gain respect with the creation of an Innovation Council Board that can operate in tandem with the Villanova Entrepreneurial Society. The council can publicize under-appreciated events and opportunities at Villanova, as well as create their own. The innovation ecosystem can be further united through the creation of a comprehensive Entrepreneurship Minor Program, and the birth of a maker space on campus, in which students of all disciplines will be able to collaborate. Through these few methods, the terms and activities associated with "innovation" and "entrepreneurship" will lose their stigma and become more vibrant on campus, creating lasting changes that will effect thousands.

== Project Pitches ==

Villanova University UIF Spring 2016 Pitch

{{#Widget:Youtube|id=VaNAe71UbuE}}

[https://www.youtube.com/watch?v=VaNAe71UbuE&feature=youtu.be https://www.youtube.com/watch?v=VaNAe71UbuE&feature=youtu.be]

Villanova University UIF Spring 2015 Pitch

{{#Widget:Youtube|id=ig5bolA1kzI}}

[https://www.youtube.com/watch?v=ig5bolA1kzI&nbsp https://www.youtube.com/watch?v=ig5bolA1kzI&nbsp];[https://www.youtube.com/watch?v=ig5bolA1kzI [1]]

Villanova University UIF Spring 2014 Pitch

{{#Widget:Youtube|id=itSHOsbfHX0}}

[https://i.ytimg.com/vi_webp/ig5bolA1kzI/mqdefault.webp https://i.ytimg.com/vi_webp/ig5bolA1kzI/mqdefault.webp]

= Understanding Innovation & Uniting Campus =

== Strategy 1: Comprehensive Minor Program ==

Currently, Villanova offers an Entrepreneurship minor for students in the School of Business, and an Engineering Entrepreneurship minor for students enrolled in the College of Engineering. Meanwhile, the Beyond Ideas Committee functions largely to unite the five colleges of Villanova through entrepreneurship events. The events the committee holds can only be so effective if these students return to their respective colleges and entrepreneurship programs afterwards. If colleges were uprooted by their segregated bases and the entrepreneurship minor was universal to all students, this would open up a new realm of collaboration.

A few major milestones have occured that benefit Villanova Entrepreneurs

*During the Fall of 2014, members of the Business and Engineering Entrepreneurship Minors had class together once a week and formed interdisciplinary teams. This allowed the teams to become more successful with the greater pool of knowledge available. Since this was the first year where such a large scale collaboration happened, there were some kinks, however the overall teams benefitted.
*The administration that is in charge of the Engineering Entrepreneurship Minor is talking about opening the minor up to non-engineering students

== Strategy 2: Expanding the Reach of Innovation ==

As of date, Villanova has two minor that focus on entrepreneurship: the Engineering Entrepreneurship Minor which is open to all engineering students, and the Entrepreneurship Minor, which is open to the business and liberal arts and sciences  students. There is no major which focuses on innovation. There are graduate degrees in sustainabilty, which have innovation heavy components. These courses are in the process of being filtered down into the undergraduate cirriculums. There is an increasing demand for more entrepreneurship and sustainabilty courses for undergraduates, and if these were offered as co-majors, they would be successful.

Between the two, entrepreneurial minors, most of the Villanova Campus has assess to innovative paths, however there is one group that is overlooked, the nursing students. The nurses do not have their own entrepreneurial minor, or innovation space. The only way that they can experience entrepreneurship is through the ICE CaPS program for sophomores, which only meets eight times throughout the course of a year. 

== Strategy 3: Innovation Council Board ==

An Innovation Council Board could be created to bring about organization and form a central location for innovative activity and action. The Council Board will be interdisciplinary, with representatives from all colleges at Villanova, including graduate students and professors, to advise the board. The board will unite all sides of campus and have two main purposes, as detailed in the following section.

== Strategy 4: Publicity & Events ==

There are two main issues that an Innovation Council Board could attack and resolve:

 Existent Opportunities Villanova. With 6,500 undergrads, graduate students, and Philadelphia within reach, Existent Opportunities Villanova offers a plethora of opportunities. Guest speakers, workshops, conferences, networking events, and more are all highly-frequent occurrences. However, many of these opportunities are not taken advantage of by many students. For example, during the most recent TEDx Villanova hosted an incredible collection of speakers, but the student attendance did not even reach the capacity set by TEDx. An Innovation Council board could become a hub for all innovative activity on campus. It could fill gaps in advertising and publicity where other groups are lacking to ensure all students are aware of their opportunities.

Spreading Knowledge. The necessity of spreading the knowledge of innovation is a theme in the student priorities for Villanova. A Council Board could host events in which they can educate students about what innovation is all about and how it can help them. Workshops meant to inspire students would ignite innovation through campus.

== Strategy 5: New Facilities ==

Villanova has recently undergone major renovations that benefit innovation and entrepreneurship

*The College of Engineering has two interdisciplinary innovation labs
*The School of Business has new innovation classroom and technological centers
*3d Printer and lab
*An Idea Accelerator and Tinkerer's Workshop

Some ideas that Villanova is in the process of pursing:

*Innovation Lab Wing and Student Commons at the College of Engineering

Ideas that Villanova has planned for the future:

*New technological center at the School of Business

= Opportunities for Innovation in Action =

== Strategy 1: Creating a Maker Space ==

Villanova currently has a Multidisciplinary Design Lab which provides a location for students to work. However, students would truly benefit from another maker space. The additional maker space should have more resources within it for prototyping, and be more open to movement (as the MDL is separated into table sections) so students can collaborate with ease. The existent MDL is also frequently overcrowded, preventing students from working there if they did not put in the forethought to reserve their own area for the time period in which they plan to work. This formulaic planning to brainstorm or collaborate nearly defeats the purpose of having an MDL. A new maker space will have more room for students to freely walk in whenever they feel inspired. Villanova is currently working on an expansion of the Center for Engineering Education and Research which will include the development of an innovation space in the library and a tinkerer's lab in the basement of the building with a close proximity to the existent machine shop. These spaces should provide students with more of the resources and physical space they need to create.

== Strategy 2: Accessibility & Usage ==

As aforementioned, there are certain restrictions the current MDL imposes upon students who wish to utilize it. The maker spaces that are created need to be highly accessible to students, and while students are there it should optimize their ability to create. Ideally, the spaces will be large enough for all students who wish to use it to be able to do so without reserving their spot beforehand. If not, a simple system should be created for dividing time between student groups. All students should be able to access at least a limited time in an environment in which they will not be cramped and overcrowded so they can move and create in the most productive way possible. An additional resource that could be of use is "Entrepreneur Office Hours" in these maker spaces. These could be fulfilled by the Entrepreneur in Residence, or any of the Entrepreneurship professors who have gone through the process of ideating, prototyping, and bringing their own products to market on numerous occasions. This could be a very useful resource for students to exploit as they struggle through the process for the first time. By having these office hours in the maker space itself, it will be easier for the professionals to collaborate with students as they work, instead of holding these conversations in constricted office environments.

== Strategy 3: Workshops ==

Many students do not utilize the machine shop, 3D printer, and various other technologies made available to them because they are unaware of how to operate them. Workshops given by fellow students or instructors about how to operate all available machinery, or how to use certain programs, will help students take advantage of all that is available to them and gain the technical skills they need to create.

== Strategy 4: Idea Accelerator Expansion/Awareness ==

The Idea Accelerator is a brand new facility that is starting to be more utilized by students accross all disciplines. There is space and equipment for entrepreneurs to design whatever paper napkin idea that they have designed. During the weekends there are workshops and speakers to help interested students discover what they can gain from and what they can give to innovation and entrepreneurship. We hope to create more of a response and awareness at these events, bringing heavier crowds into the ICE Center. This area will help future innovators gain the knowledge and practice to make their ideas realities. With such a new building, it is necessay to make this resource known amongst the student body.

= Related Links =

[http://universityinnovation.org/wiki/Villanova_University Villanova University]

[http://universityinnovation.org/wiki/Abbey_Buckenheimer Abbey Buckenheimer]

[http://universityinnovation.org/wiki//Erik_Koehr Erik Koehr]

[http://universityinnovation.org/wiki/Sarrah_Truong Sarrah Truong]

[https://docs.google.com/presentation/d/1B2z_wNylN0o5zljrdis5d1fLZQfZgaymPAhyy8eHFLg/edit#slide=id.gded0dd295_2_14 Villanova Landscape Canvas Slidedeck]

[https://docs.google.com/spreadsheets/d/1TxSNL0wp4tmcl8llSiQnCGYTotwveQUCqwNHpPqyV4c/edit#gid=0 Villanova Landscape Canvas Spreadsheet]

[https://drive.google.com/a/villanova.edu/file/d/0B2tZENGpXGoEblpVM3lQY081eWs/view?usp=sharing Villanova Business Model Canvas]

[https://docs.google.com/document/d/1E8vm1iJa-tCHs_9oWbfrzNkoBnUA9KdaCCKN09F4nnI/edit?usp=sharing Villanova and Education in the New Age]

[[Category:Student Priorities|v]]

School:Villanova University

2017-01-19T01:47:49Z

Latkinsatkins:

= Student Entrepreneurship =
<div>[[File:Villanova.b.png|center|Villanova.b.png]] 
----

 Students are active inside and outside of the classroom when it comes to advancing their sense of entrepreneurship. Formally, Villanova offers two minor programs, and a certificate program for sophomores in entrepreneurship. A common minor for engineers is '''Engineering Entrepreneuship. '''This minor incorporates technology into a curriculum which gives students the basic tools they need to create and develop a marketable product. Students in this course start with the basics of product ideation and follow a sequence that brings them through the final steps of marketing their product and securing their intellectual property.

For business and arts students, Entrepreneurship is available as a minor and geared towards teaching students the business fundamentals involved in a starting your own venture. This minor pays special tribute to the significance employers place on intrapreneurial ability regardless of position in the company. These classes encourage Villanovans to think creatively and hone in on entrepreneurial skills such as creativity and innovation even within any organization.

Another popular option among sophomore students is the '''ICE CaPS '''certificate program. This program lets students meet with mentors, chat with CFOs of start-ups, and collaborate with other students, creating a very hands-on curriculum that enhances their entrepreneurial abilities.

Beyond these for-credit opportunities, there are a number of on extra-curricular displays of student entrepreneurship. Villanova held its fourth annual '''TEDx''' in the fall of 2015 and it was a great success. A number [[File:VillanovaTedx.png|thumb|VillanovaTedx.png]]of short speeches given by students, graduates and faculty members revolving around the theme of “Let's Imagine” were astoundingly thought-and-conversation provoking. Between conferences, as is customary with TED events, the inspired audience was able to network and connect.

The '''Villanova Student Entrepreneurship Competition (VESC) '''provides a more hands-on approach to entrepreneurial education. This student-only competition focused on making the world a better place was founded in 2009 by graduate engineering students Ronald Warzoha and Timothy Montalbano, and it operates with the '''Beyond Ideas: The Art of Entrepreneurship '''group (See Faculty Entrepreneurship). The competition allows students to showcase ideas by pitching them initially on the '''IdeaBounce '''page. This publicizes their idea and shares it with the Villanova network, helping them hunt down any resources necessary to further their idea (and can be done by anyone at any time even outside of the VSEC competition). For further stages of the competition the students pitch their idea, create a video, executive summaries, posters and financial tables to persuade a panel of judges. The top teams walk away with $10,000 total in prizes.

Another prevalent competition is the '''Villanova''' '''Innovation Chase.''' For this competition three teams of engineering students go through a preliminary round at Villanova in which they come up with a solution to a problem- several years ago it was an on-campus transportation problem. The students work through the process of researching, designing, prototyping and presenting their solutions to a panel of judges. The top two teams that survive this qualifier travel to the annual '''Chicago Innovation Chase''' intercollegiate-student entrepreneurship competition.

A number of these small-team oriented competitions exist on Villanova’s campus (multiple others are mentioned in the University-Industry Collaboration section). Though they allow an incredible, immersive [[File:VillanovaImaginationquest.png|thumb|VillanovaImaginationquest.png]]experience for their participants, the quantity of students who can be active in them is limited. To mitigate this problem Villanova developed '''Imagination Quest.''' This is an on-campus competition that is open to all students and takes place over 24 hours. Students enter as individuals then form teams. As the name suggests, they are then sent on a “quest” to discover opportunities, develop ideas, designs, and produce a business pitch, all within the 24 hour time limit. Throughout the process, students can present to a judging panel and receive feedback from mentors. This competition lets students explore, imagine, and be creative in a very fast-paced, high energy level environment.

Similar to the Imagination Quest is the '''Andriod Hackathon''', hosted once a semester and is usually co-hosted with corporate sponsors. There are two prompts, one general and one corporate specific. Each prompt has a separtate prize. The entire challenge takes place in a span of 48 hours.

There is also the '''Spark Competition''', a two day program where students focus on solving real world problems brought forward by industry partners. Student work along side members of industry to find solutions.

Beyond available courses and competitions, Villanova is also home to student-run clubs such as the '''Villanova Entrepreneurial Society'''. The Entrepreneurial Society works with existing entrepreneurship programs and tries to spread as much information as possible across campus concerning events, opportunities, speakers, etc. A large project they have taken on is the creation of a directory of Villanova community members who are involved in entrepreneurial ventures.

For students who have innovative attitudes but are interested less in the business side of entrepreneurship and more in social entrepreneurship, there are opportunities for this as well. Namely, '''Engineers Without [[File:VillanovaEwb.jpg|thumb|VillanovaEwb.jpg]]Borders''' and '''Business Without Borders''' exist primarily as philanthropic organizations which improve the world through innovative and creative action. The Business Without Borders group was created in 2009 and has been working in Nicaragua, Kenya and the Philippines on international development projects. More locally in the Philadelphia area, the students have united with the IRS and nonprofits to help low income people with tax returns. The group is largely inspired by entrepreneur Blake Mycoskie- the founder of the for-profit company TOM’s Shoes that is famous for its non-profit subsidiary and philanthropic initiative. In the past, the group has brought him to campus to speak to students about the potential for uniting profit and social benefit.

Engineers Without Borders has a similar, global initiative. This group travels to various locations and countries to implement sustainable engineering projects. Currently, they are working with the native Embera people in Panama. The Embera village is only accessible by dugout canoe, and the villagers struggle to communicate with others because of unsophisticated electrical systems. Villanovans in the group are working on innovative solutions to bring power to the tribe and improve their communication systems.

Another group with a similar initiative is '''Water for Waslala. '''This organization is a non-profit that works to solve crises concerning accessing clean water in Waslala, Nicaragua. Not only does the student group work to find funding for solutions, but they also utilize innovative thought to create technical solutions themselves.

As a final note, a number of students are in the process of or have already brought their ideas to life using aforementioned resources combined with resources at the newly formed '''ICE Center'''. This Center for Innovation, Creativity and Entrepreneurship at Villanova works to accelerate opportunities for students across disciplines and colleges so they can develop their entrepreneurial ability and learn from each other to become more innovative thinkers. For example, the ICE Center has a its very own Entrepreneur in Residence that works with students throughout the week. This is an alum (currently Eric Adams) or a member of the community, who has experience with Entrepreneurship and comes in to educate Villanovans about effective ways to engage startups. Another interesting opportunity that the ICE Center provides is '''Phillanova ICE'''. This program supports students who wish to connect with the Philadelphia entrepreneurship ecosystem. ICE helps students fund their entry and travel to various events across the Philadelphia area. Events that aren’t already preapproved parts of the program can be requested by students who wish to access them. 

 
</div>

= Faculty Entrepreneurship =
<div>
Villanova Faculty members are active participants in an entrepreneurial lifestyle, and their lasting careers as entrepreneurs inspire the students. Professor Edmond Dougherty - assistant professor of engineering and director of the Engineering Entrepreneurship program - was recently honored with the faculty '''Meyer ICE award'''. This award was created and endowed by Patrick Meyer, a 1974 graduate of the Villanova School of Business. The award is meant to recognize those who embrace an innovative, creative, and entrepreneurial spirit. Professor Dougherty embodies these traits and showed this by helping to create the Engineering Entrepreneurship minor. On campus, Dougherty is a VSEC committee member, he manages ECE Senior Capstone Projects and ECE Day, and he is a founder of the Beyond Ideas program which has let him lead student entrepreneurship teams in competitions like the Ford Contest and Innovation Chase. Outside of Villanova, Dougherty has over a dozen patents in his name, and is the president of Ablaze Development Corp, founder of Wavecam Media, and founder of August Design, LLC.
{{#Widget:Youtube|id=fyXBJ2RjQW4}}Patrick Meyer, creator of Meyer ICE Award, speaking at TEDxVillanova
 A number of professors and faculty members, including Edmond Dougherty, collect to form the '''Beyond Ideas Committee'''. As aforementioned this committee works in tandem with the Villanova Student Entrepreneurship competition. The committee is dedicated to uniting all five of Villanova’s individual colleges through entrepreneurship related events that they hold. This allows graduate law students, engineering students, arts and sciences students, nursing students and business students to unite and use their unique talents to teach each other and collaborate. 
</div>

= University Technology Transfer Functions =
<div>
[[File:Villanovamdl.png|thumb|Villanovamdl.png]]Villanova currently has an '''Office of Sponsored Research Program (OSRP) '''that has potential for expansion'''. '''This program helps students who are looking to patent an idea or license a product. They facilitate the process in accordance with the University policies for intellectual property, and assist in the student’s search for external resources and sponsors.
</div><div>
Students can connect and collaborate in the '''Multidisciplinary Design Lab, '''which has a 3D printer available, and the '''Machine Shop''', which offers a number of machines and materials available for the development of prototypes. Also, the law school library has a meeting environment for students. 

The college of Engineering has recently renovated two labs as '''Interdisciplinary Innovation Labs'''. These rooms contain smart technology, open space, and are available for all Villanova Students to utilize. Members of the '''Engineering Entrepreneurship Minor''' meet in those labs for their classes. The layouts of these rooms are used to help inspire creativity in the students who utilize them. The college of Engineering also plans to expand the building to include a new '''Student Learning Commons''' and '''Innovation Wing.''' These areas will be designed to help students realize their fullest potential. 

The School of Businesshas recently undergone some renovations. There is a more open flow in the building, to help students feel more comfortable and let their ideas prosper more. There is a new '''Innovation Classroom, '''which has glass doors and whiteboard walls. Students pursuing an '''Entrepreneurship Minor,''' through the business school meet there, but when class is not in session, the room is open to all students.

Villanova has recently built the '''C.A.V.E.''', a virtual reality room that is open to all students and is using KEEN Foundation grants to create an '''Idea Accelerator '''space and a tinkerer’s lab. Another '''Tinkerer's Lab''' is also currently in the the processes of being built in the engineering college, which was included through Villanova's newest campus expansion plan.There will be workshops and speakers for student interested in pursuing an entrepreneurial path. 
</div>

= University-Industry Collaboration =
<div>
Connections with external resources such as established companies and startups are too numerous to count. Villanova has officially paired with a number of companies, while some startups and companies choose to collaborate with students for shorter periods of time on specific projects. Also, students utilize the Entrepreneurs Network to communicate with recognized intrapreneurs and members of the entrepreneurial world frequently. One program is the '''Intrapreneurship Internship Program''' which connects entrepreneurial thinkers with companies that are seeking creative minds. In addition, the '''Entrepreneurs Network''' is a widespread network which unites over 4,000 people- entrepreneurs, investors and service providers- in each of their meetings. This is an incredible opportunity for students to network and seek out business connections in people with similar interests.

Furthermore, Villanovans unite with companies in a number of different competitions. These competitions are meant to be immersive experiences for smaller groups of students so they can work closely on innovative projects with companies or other universities. One example is the '''Innovation Encounter'''. Held at Lawrence Technological University, this competition hosts student teams of about five people from various schools to solve a problem presented by a different industry sponsor each year. In 2013, Reverie Mattress Company gave students a technical problem they were dealing with, and asked them to come up with innovative  solutions to help their company. The idea’s generated by Villanova’s team of four won third place. Another competition is the '''UDM Ford Innovation Competition'''. This is a national competition sponsored by Ford Motor Company and held at the University of Detroit Mercy. In the most recent competition, over 90 teams competed to create the greatest, most innovative ideas for a vehicle interior of the future, and Villanova’s team of four took second place. 
</div>{{#Widget:Youtube|id=LW0VDEuPHr0}}Example of a Villanova team'svideo entry to Ford Innovation Competition
= Regional and Local Economic Development =
<div>
Villanova works with '''SBIR''' and '''STTR''' program grants from the government which are, as quoted from the Department of Education, intended to “stimulate technological innovation; increase small business participation in federal research and development; foster and encourage participation by minority and disadvantaged persons in technological innovation; and increase private sector commercialization of technology derived from federal research and development” ([http://www2.ed.gov/programs/sbir/index.html http://www2.ed.gov/programs/sbir/index.html]). The program funds research and helps provide publication and patent opportunities through partnerships between academia and industry.

 As aforementioned, a number of the clubs on Villanova’s campus that are focused on innovative ideation are fundamentally philanthropic, and these clubs unite with or are a part of different non-profit agencies. This allows for the development of Villanova’s entrepreneurial activity regionally, locally, and even worldwide. This strengthens student’s abilities to face diverse problems, and gives an opportunity for an extensive entrepreneurial education.
</div>
= Conclusion =

Villanova University has an incredible amount of resources to offer its students. From courses, clubs and competitions, an incredibly talented faculty and number of available mentors, to external resources offered by businesses and many more. Students have everything they need to let their inner innovator grow and flourish.  Just a few years ago, such entrepreneurial activity would not have been so evident. Thanks to a grant by the KEEN Foundation, the Engineering Entrepreneurship Program and many of the competitions have been born and sponsored within the past few years.

Furthermore, due to the efforts of the Beyond Ideas Committee all of the colleges have been recently linked to create an influx of entrepreneurial communication and networking across the school. This rapid progression of entrepreneurial development at Villanova continues with no sign of slowing. Within the next few years Villanova hopes to expand resources in the idea accelerator, create more pre-capstone experiences and tinkerer’s lab, an increase in innovator and artist in residence presence on campus, an expansion of the OSRP,  a Forum for Innovation, Research and Entrepreneurship, additional summer faculty workshops, and more. Villanovans recognize the importance of developing their innovative and creative abilities and look forward to expanding the entrepreneurial offerings available on and off campus.

= Landscape Canvas =

The Landscape Canvases for Villanova University can be accessed here:

[https://docs.google.com/presentation/d/1B2z_wNylN0o5zljrdis5d1fLZQfZgaymPAhyy8eHFLg/edit#slide=id.gded0dd295_2_14 Villanova SlideSet Landscape Canvas]

[https://docs.google.com/spreadsheets/d/1Zri_jLKxtzMRohBw8pqxYoHkqWPo1auc9TwCAz2jiD4/edit#gid=2 Villanova Landscape Canvas Spreadsheet]

== Related Links ==

Villanova University

[http://universityinnovation.org/wiki/Villanova_University_Student_Priorities#Related_Links Villanova Student Priorities]

University Innovation Fellows

Spring 2017:

[http://universityinnovation.org/wiki/Albert_Tebbetts Albert Tebbetts]

[http://universityinnovation.org/wiki/Lauren_Atkins Lauren Atkins]

Spring 2016:

[http://universityinnovation.org/wiki/Sarrah_Truong Sarrah Truong]

Spring 2015:

[http://universityinnovation.org/wiki/Erik_Koehr Erik Koehr]

Spring 2014:

[http://universityinnovation.org/wiki/Abbey_Buckenheimer Abbey Buckenheimer]

[https://drive.google.com/a/villanova.edu/file/d/0B2tZENGpXGoEblpVM3lQY081eWs/view?usp=sharing Villanova Business Model Canvas]

[https://docs.google.com/document/d/1E8vm1iJa-tCHs_9oWbfrzNkoBnUA9KdaCCKN09F4nnI/edit?usp=sharing Villanova and Education in the New Age]

[[Category:Universities]]

Fellow:Ashley Switalski

2017-01-06T03:41:29Z

Latkinsatkins:

Ashley Switalski is a University Innovation Fellows candidate from Kettering University in Flint, MI. She is currently studying for her B.S. in Chemical Engineering with a Course of Study in Innovation to Entrepreneurship. Kettering University operates on a rotating three month basis between co-op and academic terms which allows students to graduate with 2.5 years of work experience. Ashley has worked for a variety of companies with focuses in biologic applications for plastic materials to biofermentation in agricultural products. 

[[File:ASHLEY PROFILE.jpg|thumb]]

At Kettering University, Ashley is involved with Kettering Entrepreneur Society (KES), Kettering Student Government (KSG), and Student Alumni Council (SAC). Additionally, she works for the University Advancement Department to promote community service involvement by Federal Work Study (FWS) eligible students. Kettering has become a second home for Ashley and it is rare not to catch her at an event on campus. She also spends her free time playing intramural sports with FIJI fraternity and working on miscellaneous projects in the university's t.space.

Known for being meticulous and well organized, her calendar is always kept up to date with peak operating hours between 11:00pm and 3:30am. As an unconventional chemical engineering student, she loves to share her story with young women interested in STEM and was one of the panel speakers for Michigan's most recent Tech Savvy event. At work she has been a Science Ambassador for Dow AgroSciences and is an active Women Innovation Network (WIN) collegiate member at Dow Chemical.

In the next few years, she hopes to pursue a PhD in Food Science and Technology and gain her private pilot's license. Learning opportunities are a key part of Ashley's life and she looks forward to completing the UIF training and making an impact on Kettering University's campus.

[[Category:Student Contributors|Student_Contributors]]

Fellow:Lauren Atkins

2017-01-06T03:27:01Z

Latkinsatkins:

Lauren Atkins is a University Innovation Fellow candidate currently studying at Villanova University. She is a sophomore and is majoring in Mechanical Engineering and double minoring in Engineering Entrepreneurship and Mechatronics. She found a love for robotics and integrated medical systems through her studies so far and hopes to pursue a career with those highly incorporated.

Lauren transferred from University of Maryland mid-year her freshman year, and has since excelled at Villanova. She tries to stay as involved as possible, if not through activities with her sorority, then playing intramural sports or just finding time to relax. Going from a huge school to a decently small school has given her some perspective on how differently schools are run and changes that need to be made. She hopes through UIF she can help bring as many opportunities to Villanova's campus as possible. She is ecstatic about taking the trip to the west coast as she's never been, and can't wait to meet everyone there!

Fellow:Lauren Atkins

2017-01-06T03:26:22Z

Latkinsatkins:

<parsererror style="display: block; white-space: pre; border: 2px solid #c77; padding: 0 1em 0 1em; margin: 1em; background-color: #fdd; color: black">
Lauren Atkins is a University Innovation Fellow candidate currently studying at Villanova University. She is a sophomore and is majoring in Mechanical Engineering and double minoring in Engineering Entrepreneurship and Mechatronics. She found a love for robotics and integrated medical systems through her studies so far and hopes to pursue a career with those highly incorporated.

Lauren transferred from University of Maryland mid-year her freshman year, and has since excelled at Villanova. She tries to stay as involved as possible, if not through activities with her sorority, then playing intramural sports or just finding time to relax. Going from a huge school to a decently small school has given her some perspective on how differently schools are run and changes that need to be made. She hopes through UIF she can help bring as many opportunities to Villanova's campus as possible. She is ecstatic about taking the trip to the west coast as she's never been, and can't wait to meet everyone there!

Lauren Atkins is a University Innovation Fellow candidate currently studying at Villanova University. She is a sophomore and is majoring in Mechanical Engineering and double minoring in Engineering Entrepreneurship and Mechatronics. She found a love for robotics and integrated medical systems through her studies so far and hopes to pursue a career with those highly incorporated.

Lauren transferred from University of Maryland mid-year her freshman year, and has since excelled at Villanova. She tries to stay as involved as possible, if not through activities with her sorority, then playing intramural sports or just finding time to relax. Going from a huge school to a decently small school has given her some perspective on how differently schools are run and changes that need to be made. She hopes through UIF she can help bring as many opportunities to Villanova's campus as possible. She is ecstatic about taking the trip to the west coast as she's never been, and can't wait to meet everyone there!

Fellow:Lauren Atkins

2017-01-06T03:24:18Z

Latkinsatkins:

Fellow:Lauren Atkins

2017-01-06T03:16:12Z

Latkinsatkins:

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=== ===

=== ===

Fellow:Lauren Atkins

2017-01-06T03:15:59Z

Latkinsatkins:

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=== ===

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Fellow:Lauren Atkins

2017-01-06T03:13:45Z

Latkinsatkins: Created page with "<parsererror style="display: block; white-space: pre; border: 2px solid #c77; padding: 0 1em 0 1em; margin: 1em; background-color: #fdd; color: black"> === This page contains ..."

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=== Below is a rendering of the page up to the first error. ===
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Resource:How to design curriculum for your new innovation center

2017-01-05T21:36:26Z

Latkinsatkins:

== Overview ==

Designing curriculum is not an overnight venture and hinges on the support of faculty, staff, students, and the administration to become a success. Curriculum can take shape in many forms including pop-up classes, classes for credit, and workshops in an Innovation Center. Learning how to effectively utilize all these resources at a university is a challenging task but it is possible with a strong group of student leaders.

== Vocabulary ==

=== Credit Classes ===

Sessions that allow students to learn a topic for credit towards their degree that often form after a professor has tried the lesson in an experimental fashion. These classes are paid for and supported by the learning institution regardless of their location. This is the standard class that students and faculty are familiar with for teaching.

=== Curriculum Design ===

Old ideology that focused solely on building a robust set of learning objectives and "How-Tos" regardless of how each student would be effected. This has now shifted into Learning Experience Design.

=== Learning Experience Design ===

New ideology that spawned from Curriculum Design to incorporate how students truely learn and how their environment affects the learning conducted in classes. This shift has brought forth questions around "How could bad or boring classes be improved?" and "What makes good or interesting classes so great?". These questions are being tested through experimental teachings in pop-up classes and workshops in Innovation Centers.

=== Pop-Up Classes ===

Short workshops that are often the beginning, experimental stages of credit classes. These are used by professors to test out new topics and methods for teaching with an engaged student audience. Collaboration is often a key part of these courses followed by a focus on breaking the conventional static classroom setup. More information on Pop-Up Classes can be found here: [http://universityinnovation.org/wiki/How_to_establish_a_series_of_pop-up_classes_that_focus_on_bringing_hands-on_learning_experience_to_students,_staff,_faculty_and_community_members How to Build Pop-Up Classes]

== Faculty Support ==

A key to starting any movement on a university is faculty support. [http://www.tmooredesign.com/ Timothy Moore]  advised, “You need to find at least one advisor who will be your rock. Basically, they will be the bridge between you and the university. Anything you want to accomplish or support for will go through them.” There is no limit for how many advisors you can have, in fact, the more faculty that you can get on board with your idea the more resources you will have.

To find faculty support, you must do your homework first. (This step taken literally won’t hurt your chances either because you will need teachers to like you.) You will need to find a professor who is very passionate about a topic that is close to yours. Just google your professor’s name and see what comes up! Any biographies, ads, even social media can help you to find a passionate professor.

The next step is forming a relationship. The more quickly you can do this then the closer you will be to your end goal. Start by building up information about the professor and their interests. If you are taking a class instructed by them this will be easy because they most likely will have told you about themselves and you will already have a reason for speaking with them. If you are not taking a class from the professor, then it’s up to you to create an open line of communication. When initially starting any form of relationship with someone, start with asking about them and their goals. Showing interest in their work will make them interested in yours. When you finally feel comfortable asking for their help do so, and this will build a foundation with your advisor. Do not become discouraged if they decline your offer, it simply means that there is an even greater advisor to find.

If you are fortunate enough to be working with several advisors, then be sure to arrange a system that allows you to maximize your support from each. Set up a strong communication network that everyone can easily access and be sure to help foster relations between your advisors. Periodic meetings will help your advisors to know what they can do to help.

== Pop-Up Classes ==

An example of a Pop-up class idea for entrepreneurial-minded students could be  “Pitching your idea to an Investors” The attendees would form small groups and come up with a business idea.  By the end of the workshop, each group would have to pitch their new, innovative idea to each instructor, like a future investor.

            Students, faculty, and the community would be reinforced to remember that no idea is dumb during the workshop. Imagine how many people called the person who created the float, pool Noodle dumb when he or she pitched the idea to someone, that person is now very rich.  The purpose is to be brave when creating ideas, have fun, and learn crucial, hands on skills that will help accelerate their success. One does not learn without taking chances and what a better place to try new experiences than in a Pop-Up class.

            University Innovation Fellow, Timothy Moore, discussed with a group of UIF candidates how his team and he created a curriculum for their innovation center.  Moore’s team was so successful with their marketing strategies to get attendees, James Madison University developed locations around campus to “ educate, collaborate, and Innovate” for students, faculty, and the surrounding community.  The JMU X Labs started with very few courses and now have classes that stretch from ''Drones'' to ''Hacking for Defense'' and all the way to ''Augmented & Virtual Reality Design.''

       Their team marketed the Pop-Up classes one month in advance with:

       Flyers and Posters around campus

       Social Medias- Facebook page, instagram, twitter

       School T.V screens around campus

       Stepping into various classes (with the teachers permission of course) and pitching one to two minute informational to the students about what the course will be about.

            The awesome part of Pop-Up courses is that it connects students around campus that might have not had the opportunity to meet each other due to a difference in majors.  Students studying chemistry that may have business aspirations also could take a Pop- Up class that is located in the Business department of school or vice versa. These types of expansions throughout campus are going to benefit and encourage students from all walks of life and majors to learn to work together and generate ideas that will change the world.

Additionally, Pop-Up courses are something that can be expanded to the entire community rather than just the students. Taking JMU X-Labs as an example, where they allowed people of the surrounding community to both attend and teach Pop-Up classes, free of charge, as a way to involve a larger group of people.

== Expansion ==

The process of developing a curriculum for a future Innovation Center located on the campus of a University is a long, slow process.  It takes a dedicated team with a vision to provide resources not already on a campus for a new, innovative style of learning. A place for the entrepreneurs and motivated students that want to make a difference, plan and brainstorm for the ideas of the future, to come and gather as one.The steps a team has taken are to network with the right professor or faculty, start raising funds. After a team has their envisioned curriculum backed by the right professor, with funds rolling in for expenses, expansion of their center will start. Expansion of an Innovation Center can be many things. It can be broadening the amount of topics they are allowed to cover, getting more mentors and advisors; more money starts to roll in 

== Timeline ==

#Gain Faculty Support (~1 Term/Semester)
#* Find your voice to the college. This person will help you from Point A to Point B.
#Gain University Support (~1 Term/Semester)
#*Get the college onboard. This way later you can do your work in the name of the university.
#Gain Funding (1 year)
#*This sets the groundwork for everything to come and is the longest step.
#*Fundraisers, donors, Support of Companies, Funds from the University, State Grants
#*Don't forget to use your faculty support and be a representative of the college
#Build Excitement for Program (Few Months)
##Host some Out-of-the-Ordinary Events!
##Don't forget food!
##Posters go a long way, also hand out pamphlets
##Tabling! Boring but effective
##Don't forget to use the UIF family that you are now a part of! Everyone has great ideas!
#Pop-Up Classes (1 Term)
#*Open to everyone
#*Free for everyone (Funds come from Step 3)
#*Professors volunteer for pop-up classes
#*Play around with times and operations of the class
#Acceptance and Transformation (1 Term)
#*After good attendance and professor comfortability pop-up classes transform into classes for credit
#*Professors will be backed financially by the university to teach these
#Expansion
#*Go beyond classroom work
#*Hackathons and competitions
#*Workshop series
#*Find professors interested in subjects they don't currently teach

== Misc Information for Success ==

When discussing the introduction of new curriculum into a school setting, it is important to gain support from faculty and attract students to the classes for which the curriculum is being designed.

Regarding faculty, it is important to understand their backgrounds and what might incite them to teach a specific curriculum. This is covered largely in the Faculty Support section. When it comes to actually contacting the faculty and securing their participation, some of the following tactics might be employed.

*Getting in touch with faculty:
**Find a “friend” on staff/faculty/administration
**Send out mass emails to faculty
**Display ads for your curriculum on televisions and display boards around campus
*Convince faculty the curriculum is worth their time:
**With needs and data as to why new curriculum is necessary
**Use ideas from other schools as a bargaining tool for comparison
***If ____ has it, why don’t we have ____
***MIT has the most Nobel Prize winning alumni, if they have ___ curriculum, why don’t we?

Students are oftentimes more difficult to entice, as they already have packed schedules and minimal time to spare. The best ways to attract students is often by creating weird and unusual events (3D Printing, hackathon, etc). Students will attend something that inspires them or gets them thinking critically. Oftentimes, this can be done through the simple forms of advertisement listed:

*Advertising to students
**1-2 minute pitch at the beginning of classes by each team members 
**Mass emails and personal emails
**Posters
**Event calendars
**Scrolling television ads
**Facebook, Twitter, and other social media
**First Year Experience or Innovation Classes
**Extra Credit Opportunities

== Student Contributors ==

[[Albert Tebbetts]]

[[Ashley Switalski]]

[[Isaac Carrillo]]

[[Russell W. Perkins]]

[[Susruth Garapaty]]

[[Lauren Atkins]]

Resource:How to design curriculum for your new innovation center

2017-01-05T21:29:17Z

Latkinsatkins:

== Overview ==

Designing curriculum is not an overnight venture and hinges on the support of faculty, staff, students, and the administration to become a success. Curriculum can take shape in many forms including pop-up classes, classes for credit, and workshops in an Innovation Center. Learning how to effectively utilize all these resources at a university is a challenging task but it is possible with a strong group of student leaders.

== Vocabulary ==

=== Credit Classes ===

Sessions that allow students to learn a topic for credit towards their degree that often form after a professor has tried the lesson in an experimental fashion. These classes are paid for and supported by the learning institution regardless of their location. This is the standard class that students and faculty are familiar with for teaching.

=== Curriculum Design ===

Old ideology that focused solely on building a robust set of learning objectives and "How-Tos" regardless of how each student would be effected. This has now shifted into Learning Experience Design.

=== Learning Experience Design ===

New ideology that spawned from Curriculum Design to incorporate how students truely learn and how their environment affects the learning conducted in classes. This shift has brought forth questions around "How could bad or boring classes be improved?" and "What makes good or interesting classes so great?". These questions are being tested through experimental teachings in pop-up classes and workshops in Innovation Centers.

=== Pop-Up Classes ===

Short workshops that are often the beginning, experimental stages of credit classes. These are used by professors to test out new topics and methods for teaching with an engaged student audience. Collaboration is often a key part of these courses followed by a focus on breaking the conventional static classroom setup. More information on Pop-Up Classes can be found here: [http://universityinnovation.org/wiki/How_to_establish_a_series_of_pop-up_classes_that_focus_on_bringing_hands-on_learning_experience_to_students,_staff,_faculty_and_community_members How to Build Pop-Up Classes]

== Faculty Support ==

A key to starting any movement on a university is faculty support. [http://www.tmooredesign.com/ Timothy Moore]  advised, “You need to find at least one advisor who will be your rock. Basically, they will be the bridge between you and the university. Anything you want to accomplish or support for will go through them.” There is no limit for how many advisors you can have, in fact, the more faculty that you can get on board with your idea the more resources you will have.

To find faculty support, you must do your homework first. (This step taken literally won’t hurt your chances either because you will need teachers to like you.) You will need to find a professor who is very passionate about a topic that is close to yours. Just google your professor’s name and see what comes up! Any biographies, ads, even social media can help you to find a passionate professor.

The next step is forming a relationship. The more quickly you can do this then the closer you will be to your end goal. Start by building up information about the professor and their interests. If you are taking a class instructed by them this will be easy because they most likely will have told you about themselves and you will already have a reason for speaking with them. If you are not taking a class from the professor, then it’s up to you to create an open line of communication. When initially starting any form of relationship with someone, start with asking about them and their goals. Showing interest in their work will make them interested in yours. When you finally feel comfortable asking for their help do so, and this will build a foundation with your advisor. Do not become discouraged if they decline your offer, it simply means that there is an even greater advisor to find.

If you are fortunate enough to be working with several advisors, then be sure to arrange a system that allows you to maximize your support from each. Set up a strong communication network that everyone can easily access and be sure to help foster relations between your advisors. Periodic meetings will help your advisors to know what they can do to help.

== Pop-Up Classes ==

An example of a Pop-up class idea for entrepreneurial-minded students could be  “Pitching your idea to an Investors” The attendees would form small groups and come up with a business idea.  By the end of the workshop, each group would have to pitch their new, innovative idea to each instructor, like a future investor.

            Students, faculty, and the community would be reinforced to remember that no idea is dumb during the workshop. Imagine how many people called the person who created the float, pool Noodle dumb when he or she pitched the idea to someone, that person is now very rich.  The purpose is to be brave when creating ideas, have fun, and learn crucial, hands on skills that will help accelerate their success. One does not learn without taking chances and what a better place to try new experiences than in a Pop-Up class.

            University Innovation Fellow, Timothy Moore, discussed with a group of UIF candidates how his team and he created a curriculum for their innovation center.  Moore’s team was so successful with their marketing strategies to get attendees, James Madison University developed locations around campus to “ educate, collaborate, and Innovate” for students, faculty, and the surrounding community.  The JMU X Labs started with very few courses and now have classes that stretch from ''Drones'' to ''Hacking for Defense'' and all the way to ''Augmented & Virtual Reality Design.''

       Their team marketed the Pop-Up classes one month in advance with:

       Flyers and Posters around campus

       Social Medias- Facebook page, instagram, twitter

       School T.V screens around campus

       Stepping into various classes (with the teachers permission of course) and pitching one to two minute informational to the              students about what the course will be about.

            The awesome part of Pop-Up courses is that it connects students around campus that might have not had the opportunity to meet each other due to a difference in majors.  Students studying chemistry that may have business aspirations also could take a Pop- Up class that is located in the Business department of school or vice versa. These types of expansions throughout campus are going to benefit and encourage students from all walks of life and majors to learn to work together and generate ideas that will change the world.

== Expansion ==

The process of developing a curriculum for a future Innovation Center located on the campus of a University is a long, slow process.  It takes a dedicated team with a vision to provide resources not already on a campus for a new, innovative style of learning. A place for the entrepreneurs and motivated students that want to make a difference, plan and brainstorm for the ideas of the future, to come and gather as one.The steps a team has taken are to network with the right professor or faculty, start raising funds. After a team has their envisioned curriculum backed by the right professor, with funds rolling in for expenses, expansion of their center will start. Expansion of an Innovation Center can be many things. It can be broadening the amount of topics they are allowed to cover, getting more mentors and advisors; more money starts to roll in 

== Timeline ==

#Gain Faculty Support (~1 Term/Semester)
#* Find your voice to the college. This person will help you from Point A to Point B.
#Gain University Support (~1 Term/Semester)
#*Get the college onboard. This way later you can do your work in the name of the university.
#Gain Funding (1 year)
#*This sets the groundwork for everything to come and is the longest step.
#*Fundraisers, donors, Support of Companies, Funds from the University, State Grants
#*Don't forget to use your faculty support and be a representative of the college
#Build Excitement for Program (Few Months)
##Host some Out-of-the-Ordinary Events!
##Don't forget food!
##Posters go a long way, also hand out pamphlets
##Tabling! Boring but effective
##Don't forget to use the UIF family that you are now a part of! Everyone has great ideas!
#Pop-Up Classes (1 Term)
#*Open to everyone
#*Free for everyone (Funds come from Step 3)
#*Professors volunteer for pop-up classes
#*Play around with times and operations of the class
#Acceptance and Transformation (1 Term)
#*After good attendance and professor comfortability pop-up classes transform into classes for credit
#*Professors will be backed financially by the university to teach these
#Expansion
#*Go beyond classroom work
#*Hackathons and competitions
#*Workshop series
#*Find professors interested in subjects they don't currently teach

== Misc Information for Success ==

When discussing the introduction of new curriculum into a school setting, it is important to gain support from faculty and attract students to the classes for which the curriculum is being designed.

Regarding faculty, it is important to understand their backgrounds and what might incite them to teach a specific curriculum. This is covered largely in the Faculty Support section. When it comes to actually contacting the faculty and securing their participation, some of the following tactics might be employed.

*Getting in touch with faculty:
**Find a “friend” on staff/faculty/administration
**Send out mass emails to faculty
**Display ads for your curriculum on televisions and display boards around campus
*Convince faculty the curriculum is worth their time:
**With needs and data as to why new curriculum is necessary
**Use ideas from other schools as a bargaining tool for comparison
***If ____ has it, why don’t we have ____
***MIT has the most Nobel Prize winning alumni, if they have ___ curriculum, why don’t we?

Students are oftentimes more difficult to entice, as they already have packed schedules and minimal time to spare. The best ways to attract students is often by creating weird and unusual events (3D Printing, hackathon, etc). Students will attend something that inspires them or gets them thinking critically. Oftentimes, this can be done through the simple forms of advertisement listed:

*Advertising to students
**1-2 minute pitch at the beginning of classes by each team members 
**Mass emails and personal emails
**Posters
**Event calendars
**Scrolling television ads
**Facebook, Twitter, and other social media
**First Year Experience or Innovation Classes
**Extra Credit Opportunities

== Student Contributors ==

[[Albert Tebbetts]]

[[Ashley Switalski]]

[[Isaac Carrillo]]

[[Russell W. Perkins]]

[[Susruth Garapaty]]

[[Lauren Atkins]]

Resource:How to design curriculum for your new innovation center

2017-01-05T21:28:21Z

Latkinsatkins:

== Overview ==

Designing curriculum is not an overnight venture and hinges on the support of faculty, staff, students, and the administration to become a success. Curriculum can take shape in many forms including pop-up classes, classes for credit, and workshops in an Innovation Center. Learning how to effectively utilize all these resources at a university is a challenging task but it is possible with a strong group of student leaders.

== Vocabulary ==

=== Credit Classes ===

Sessions that allow students to learn a topic for credit towards their degree that often form after a professor has tried the lesson in an experimental fashion. These classes are paid for and supported by the learning institution regardless of their location. This is the standard class that students and faculty are familiar with for teaching.

=== Curriculum Design ===

Old ideology that focused solely on building a robust set of learning objectives and "How-Tos" regardless of how each student would be effected. This has now shifted into Learning Experience Design.

=== Learning Experience Design ===

New ideology that spawned from Curriculum Design to incorporate how students truely learn and how their environment affects the learning conducted in classes. This shift has brought forth questions around "How could bad or boring classes be improved?" and "What makes good or interesting classes so great?". These questions are being tested through experimental teachings in pop-up classes and workshops in Innovation Centers.

=== Pop-Up Classes ===

Short workshops that are often the beginning, experimental stages of credit classes. These are used by professors to test out new topics and methods for teaching with an engaged student audience. Collaboration is often a key part of these courses followed by a focus on breaking the conventional static classroom setup. More information on Pop-Up Classes can be found here: [http://universityinnovation.org/wiki/How_to_establish_a_series_of_pop-up_classes_that_focus_on_bringing_hands-on_learning_experience_to_students,_staff,_faculty_and_community_members How to Build Pop-Up Classes]

== Faculty Support ==

A key to starting any movement on a university is faculty support. [http://www.tmooredesign.com/ Timothy Moore]  advised, “You need to find at least one advisor who will be your rock. Basically, they will be the bridge between you and the university. Anything you want to accomplish or support for will go through them.” There is no limit for how many advisors you can have, in fact, the more faculty that you can get on board with your idea the more resources you will have.

To find faculty support, you must do your homework first. (This step taken literally won’t hurt your chances either because you will need teachers to like you.) You will need to find a professor who is very passionate about a topic that is close to yours. Just google your professor’s name and see what comes up! Any biographies, ads, even social media can help you to find a passionate professor.

The next step is forming a relationship. The more quickly you can do this then the closer you will be to your end goal. Start by building up information about the professor and their interests. If you are taking a class instructed by them this will be easy because they most likely will have told you about themselves and you will already have a reason for speaking with them. If you are not taking a class from the professor, then it’s up to you to create an open line of communication. When initially starting any form of relationship with someone, start with asking about them and their goals. Showing interest in their work will make them interested in yours. When you finally feel comfortable asking for their help do so, and this will build a foundation with your advisor. Do not become discouraged if they decline your offer, it simply means that there is an even greater advisor to find.

If you are fortunate enough to be working with several advisors, then be sure to arrange a system that allows you to maximize your support from each. Set up a strong communication network that everyone can easily access and be sure to help foster relations between your advisors. Periodic meetings will help your advisors to know what they can do to help.

== Pop-Up Classes ==

An example of a Pop-up class idea for entrepreneurial-minded students could be  “Pitching your idea to an Investors” The attendees would form small groups and come up with a business idea.  By the end of the workshop, each group would have to pitch their new, innovative idea to each instructor, like a future investor.

            Students, faculty, and the community would be reinforced to remember that no idea is dumb during the workshop. Imagine how many people called the person who created the float, pool Noodle dumb when he or she pitched the idea to someone, that person is now very rich.  The purpose is to be brave when creating ideas, have fun, and learn crucial, hands on skills that will help accelerate their success. One does not learn without taking chances and what a better place to try new experiences than in a Pop-Up class.

            University Innovation Fellow, Timothy Moore, discussed with a group of UIF candidates how his team and he created a curriculum for their innovation center.  Moore’s team was so successful with their marketing strategies to get attendees, James Madison University developed locations around campus to “ educate, collaborate, and Innovate” for students, faculty, and the surrounding community.  The JMU X Labs started with very few courses and now have classes that stretch from ''Drones'' to ''Hacking for Defense'' and all the way to ''Augmented & Virtual Reality Design.''

       Their team marketed the Pop-Up classes one month in advance with-

       Flyers and Posters around campus

       Social Medias- Facebook page, instagram, twitter

       School T.V screens around campus

       Stepping into various classes (with the teachers permission of course) and pitching one to two minute informational to the              students about what the course will be about.

            The awesome part of Pop- Up courses is that it connects students around campus that might have not had the opportunity to meet each other due to a difference in majors.  Students studying chemistry that may have business aspirations also could take a Pop- Up class that is located in the Business department of school or vice versa. These types of expansions throughout campus are going to benefit and encourage students from all walks of life and majors to learn to work together and generate ideas that will change the world.

== Expansion ==

The process of developing a curriculum for a future Innovation Center located on the campus of a University is a long, slow process.  It takes a dedicated team with a vision to provide resources not already on a campus for a new, innovative style of learning. A place for the entrepreneurs and motivated students that want to make a difference, plan and brainstorm for the ideas of the future, to come and gather as one.The steps a team has taken are to network with the right professor or faculty, start raising funds. After a team has their envisioned curriculum backed by the right professor, with funds rolling in for expenses, expansion of their center will start. Expansion of an Innovation Center can be many things. It can be broadening the amount of topics they are allowed to cover, getting more mentors and advisors; more money starts to roll in 

== Timeline ==

#Gain Faculty Support (~1 Term/Semester)
#* Find your voice to the college. This person will help you from Point A to Point B.
#Gain University Support (~1 Term/Semester)
#*Get the college onboard. This way later you can do your work in the name of the university.
#Gain Funding (1 year)
#*This sets the groundwork for everything to come and is the longest step.
#*Fundraisers, donors, Support of Companies, Funds from the University, State Grants
#*Don't forget to use your faculty support and be a representative of the college
#Build Excitement for Program (Few Months)
##Host some Out-of-the-Ordinary Events!
##Don't forget food!
##Posters go a long way, also hand out pamphlets
##Tabling! Boring but effective
##Don't forget to use the UIF family that you are now a part of! Everyone has great ideas!
#Pop-Up Classes (1 Term)
#*Open to everyone
#*Free for everyone (Funds come from Step 3)
#*Professors volunteer for pop-up classes
#*Play around with times and operations of the class
#Acceptance and Transformation (1 Term)
#*After good attendance and professor comfortability pop-up classes transform into classes for credit
#*Professors will be backed financially by the university to teach these
#Expansion
#*Go beyond classroom work
#*Hackathons and competitions
#*Workshop series
#*Find professors interested in subjects they don't currently teach

== Misc Information for Success ==

When discussing the introduction of new curriculum into a school setting, it is important to gain support from faculty and attract students to the classes for which the curriculum is being designed.

Regarding faculty, it is important to understand their backgrounds and what might incite them to teach a specific curriculum. This is covered largely in the Faculty Support section. When it comes to actually contacting the faculty and securing their participation, some of the following tactics might be employed.

*Getting in touch with faculty:
**Find a “friend” on staff/faculty/administration
**Send out mass emails to faculty
**Display ads for your curriculum on televisions and display boards around campus
*Convince faculty the curriculum is worth their time:
**With needs and data as to why new curriculum is necessary
**Use ideas from other schools as a bargaining tool for comparison
***If ____ has it, why don’t we have ____
***MIT has the most Nobel Prize winning alumni, if they have ___ curriculum, why don’t we?

Students are oftentimes more difficult to entice, as they already have packed schedules and minimal time to spare. The best ways to attract students is often by creating weird and unusual events (3D Printing, hackathon, etc). Students will attend something that inspires them or gets them thinking critically. Oftentimes, this can be done through the simple forms of advertisement listed:

*Advertising to students
**1-2 minute pitch at the beginning of classes by each team members 
**Mass emails and personal emails
**Posters
**Event calendars
**Scrolling television ads
**Facebook, Twitter, and other social media
**First Year Experience or Innovation Classes
**Extra Credit Opportunities

== Student Contributors ==

[[Albert Tebbetts]]

[[Ashley Switalski]]

[[Isaac Carrillo]]

[[Russell W. Perkins]]

[[Susruth Garapaty]]

[[Lauren Atkins]]

Resource:How to design curriculum for your new innovation center

2017-01-05T21:25:30Z

Latkinsatkins:

== Overview ==

Designing curriculum is not an overnight venture and hinges on the support of faculty, staff, students, and the administration to become a success. Curriculum can take shape in many forms including pop-up classes, classes for credit, and workshops in an Innovation Center. Learning how to effectively utilize all these resources at a university is a challenging task but it is possible with a strong group of student leaders.

== Vocabulary ==

=== Credit Classes ===

Sessions that allow students to learn a topic for credit towards their degree that often form after a professor has tried the lesson in an experimental fashion. These classes are paid for and supported by the learning institution regardless of their location. This is the standard class that students and faculty are familiar with for teaching.

=== Curriculum Design ===

Old ideology that focused solely on building a robust set of learning objectives and "How-Tos" regardless of how each student would be effected. This has now shifted into Learning Experience Design.

=== Learning Experience Design ===

New ideology that spawned from Curriculum Design to incorporate how students truely learn and how their environment affects the learning conducted in classes. This shift has brought forth questions around "How could bad or boring classes be improved?" and "What makes good or interesting classes so great?". These questions are being tested through experimental teachings in pop-up classes and workshops in Innovation Centers.

=== Pop-Up Classes ===

Short workshops that are often the beginning, experimental stages of credit classes. These are used by professors to test out new topics and methods for teaching with an engaged student audience. Collaboration is often a key part of these courses followed by a focus on breaking the conventional static classroom setup. More information on Pop-Up Classes can be found here: [http://universityinnovation.org/wiki/How_to_establish_a_series_of_pop-up_classes_that_focus_on_bringing_hands-on_learning_experience_to_students,_staff,_faculty_and_community_members How to Build Pop-Up Classes]

== Faculty Support ==

A key to starting any movement on a university is faculty support. [http://www.tmooredesign.com/ Timothy Moore]  advised, “You need to find at least one advisor who will be your rock. Basically, they will be the bridge between you and the university. Anything you want to accomplish or support for will go through them.” There is no limit for how many advisors you can have, in fact, the more faculty that you can get on board with your idea the more resources you will have.

To find faculty support, you must do your homework first. (This step taken literally won’t hurt your chances either because you will need teachers to like you.) You will need to find a professor who is very passionate about a topic that is close to yours. Just google your professor’s name and see what comes up! Any biographies, ads, even social media can help you to find a passionate professor.

The next step is forming a relationship. The more quickly you can do this then the closer you will be to your end goal. Start by building up information about the professor and their interests. If you are taking a class instructed by them this will be easy because they most likely will have told you about themselves and you will already have a reason for speaking with them. If you are not taking a class from the professor, then it’s up to you to create an open line of communication. When initially starting any form of relationship with someone, start with asking about them and their goals. Showing interest in their work will make them interested in yours. When you finally feel comfortable asking for their help do so, and this will build a foundation with your advisor. Do not become discouraged if they decline your offer, it simply means that there is an even greater advisor to find.

If you are fortunate enough to be working with several advisors, then be sure to arrange a system that allows you to maximize your support from each. Set up a strong communication network that everyone can easily access and be sure to help foster relations between your advisors. Periodic meetings will help your advisors to know what they can do to help.

== Pop-Up Classes ==

An example of a Pop-up class idea for entrepreneurial-minded students could be  “Pitching your idea to an Investors” The attendees would form small groups and come up with a business idea.  By the end of the workshop, each group would have to pitch their new, innovative idea to each instructor, like a future investor.

            Students, faculty, and the community would be reinforced to remember that no idea is dumb during the workshop. Imagine how many people called the person who created the float, pool Noodle dumb when he or she pitched the idea to someone, that person is now very rich.  The purpose is to be brave when creating ideas, have fun, and learn crucial, hands on skills that will help accelerate their success. One does not learn without taking chances and what a better place to try new experiences than in a Pop-Up class.

            University Innovation Fellow, Timothy Moore, discussed with a group of UIF candidates how his team and he created a curriculum for their innovation center.  Moore’s team was so successful with their marketing strategies to get attendees, James Madison University developed locations around campus to “ educate, collaborate, and Innovate” for students, faculty, and the surrounding community.  The JMU X Labs started with very few courses and now have classes that stretch from ''Drones'' to ''Hacking for Defense'' and all the way to ''Augmented & Virtual Reality Design.''

       Their team marketed the Pop-Up classes one month in advance with-

       Flyers and Posters around campus

       Social Medias- Facebook page, instagram, twitter

       School T.V screens around campus

       Stepping into various classes (with the teachers permission of course) and pitching one to two minute informational to the              students about what the course will be about.

            The awesome part of Pop- Up courses is that it connects students around campus that might have not had the opportunity to meet each other due to a difference in majors.  Students studying chemistry that may have business aspirations also could take a Pop- Up class that is located in the Business department of school or vice versa. These types of expansions throughout campus are going to benefit and encourage students from all walks of life and majors to learn to work together and generate ideas that will change the world.

== Expansion ==

The process of developing a curriculum for a future Innovation Center located on the campus of a University is a long, slow process.  It takes a dedicated team with a vision to provide resources not already on a campus for a new, innovative style of learning. A place for the entrepreneurs and motivated students that want to make a difference, plan and brainstorm for the ideas of the future, to come and gather as one.The steps a team has taken are to network with the right professor or faculty, start raising funds. After a team has their envisioned curriculum backed by the right professor, with funds rolling in for expenses, expansion of their center will start. Expansion of an Innovation Center can be many things. It can be broadening the amount of topics they are allowed to cover, getting more mentors and advisors; more money starts to roll in 

== Timeline ==

#Gain Faculty Support (~1 Term/Semester)
#* Find your voice to the college. This person will help you from Point A to Point B.
#Gain University Support (~1 Term/Semester)
#*Get the college onboard. This way later you can do your work in the name of the university.
#Gain Funding (1 year)
#*This sets the groundwork for everything to come and is the longest step.
#*Fundraisers, donors, Support of Companies, Funds from the University, State Grants
#*Don't forget to use your faculty support and be a representative of the college
#Build Excitement for Program (Few Months)
##Host some Out-of-the-Ordinary Events!
##Don't forget food!
##Posters go a long way, also hand out pamphlets
##Tabling! Boring but effective
##Don't forget to use the UIF family that you are now a part of! Everyone has great ideas!
#Pop-Up Classes (1 Term)
#*Open to everyone
#*Free for everyone (Funds come from Step 3)
#*Professors volunteer for pop-up classes
#*Play around with times and operations of the class
#Acceptance and Transformation (1 Term)
#*After good attendance and professor comfortability pop-up classes transform into classes for credit
#*Professors will be backed financially by the university to teach these
#Expansion
#*Go beyond classroom work
#*Hackathons and competitions
#*Workshop series
#*Find professors interested in subjects they don't currently teach

== Misc Information for Success ==

When discussing the introduction of new curriculum into a school setting, it is important to gain support from faculty and attract students to the classes for which the curriculum is being designed.

Regarding faculty, it is important to understand their backgrounds and what might incite them to teach a specific curriculum. This is covered largely in the Faculty Support section. When it comes to actually contacting the faculty and securing their participation, some of the following tactics might be employed.

*Getting in touch with faculty:
**Find a “friend” on staff/faculty/administration
**Send out mass emails to faculty
**Display ads for your curriculum on televisions and display boards around campus
*Convince faculty the curriculum is worth their time:
**With needs and data as to why new curriculum is necessary
**Use ideas from other schools as a bargaining tool for comparison
***If ____ has it, why don’t we have ____
***MIT has the most Nobel Prize winning alumni, if they have ___ curriculum, why don’t we?

Students are oftentimes more difficult to entice, as they already have packed schedules and minimal time to spare. The best ways to attract students is often by creating weird and unusual events (3D Printing, hackathon, etc). Students will attend something that inspires them or gets them thinking critically. Oftentimes, this can be done through the simple forms of advertisement listed:

*Advertising to students
**1-2 minute pitch at the beginning of classes by each team members 
**Mass emails and personal emails
**Posters
**Event calendars
**Scrolling television ads
**Facebook, Twitter, and other social media
**First Year Experience or Innovation Classes
**Extra Credit Opportunities

== Student Contributors ==

[[Albert Tebbetts]]

[[Ashley Switalski]]

[[Isaac Carrillo]]

[[Russell W. Perkins]]

Susruth Garapaty

Lauren Atkins

Resource:How to design curriculum for your new innovation center

2017-01-05T21:22:46Z

Latkinsatkins:

== Overview ==

Designing curriculum is not an overnight venture and hinges on the support of faculty, staff, students, and the administration to become a success. Curriculum can take shape in many forms including pop-up classes, classes for credit, and workshops in an Innovation Center. Learning how to effectively utilize all these resources at a university is a challenging task but it is possible with a strong group of student leaders.

== Vocabulary ==

=== Credit Classes ===

Sessions that allow students to learn a topic for credit towards their degree that often form after a professor has tried the lesson in an experimental fashion. These classes are paid for and supported by the learning institution regardless of their location. This is the standard class that students and faculty are familiar with for teaching.

=== Curriculum Design ===

Old ideology that focused solely on building a robust set of learning objectives and "How-Tos" regardless of how each student would be effected. This has now shifted into Learning Experience Design.

=== Learning Experience Design ===

New ideology that spawned from Curriculum Design to incorporate how students truely learn and how their environment affects the learning conducted in classes. This shift has brought forth questions around "How could bad or boring classes be improved?" and "What makes good or interesting classes so great?". These questions are being tested through experimental teachings in pop-up classes and workshops in Innovation Centers.

=== Pop-Up Classes ===

Short workshops that are often the beginning, experimental stages of credit classes. These are used by professors to test out new topics and methods for teaching with an engaged student audience. Collaboration is often a key part of these courses followed by a focus on breaking the conventional static classroom setup. More information on Pop-Up Classes can be found here: [http://universityinnovation.org/wiki/How_to_establish_a_series_of_pop-up_classes_that_focus_on_bringing_hands-on_learning_experience_to_students,_staff,_faculty_and_community_members How to Build Pop-Up Classes]

== Faculty Support ==

A key to starting any movement on a university is faculty support. [http://www.tmooredesign.com/ Timothy Moore] it, “You need to find at least one advisor who will be your rock. Basically, they will be the bridge between you and the university. Anything you want to accomplish or support for will go through them.” There is no limit for how many advisors you can have, in fact, the more faculty that you can get on board with your idea the more resources you will have.

To find faculty support, you must do your homework first. (This step taken literally won’t hurt your chances either because you will need teachers to like you.) You will need to find a professor who is very passionate about a topic that is close to yours. Just google your professor’s name and see what comes up! Any biographies, ads, even social media can help you to find a passionate professor.

The next step is forming a relationship. The more quickly you can do this then the closer you will be to your end goal. Start by building up information about the professor and their interests. If you are taking a class instructed by them this will be easy because they most likely will have told you about themselves and you will already have a reason for speaking with them. If you are not taking a class from the professor, then it’s up to you to create an open line of communication. When initially starting any form of relationship with someone, start with asking about them and their goals. Showing interest in their work will make them interested in yours. When you finally feel comfortable asking for their help do so, and this will build a foundation with your advisor. Do not become discouraged if they decline your offer, it simply means that there is an even greater advisor to find.

If you are fortunate enough to be working with several advisors, then be sure to arrange a system that allows you to maximize your support from each. Set up a strong communication network that everyone can easily access and be sure to help foster relations between your advisors. Periodic meetings will help your advisors to know what they can do to help.

== Pop-Up Classes ==

An example of a Pop-up class idea for entrepreneurial-minded students could be  “Pitching your idea to an Investors” The attendees would form small groups and come up with a business idea.  By the end of the workshop, each group would have to pitch their new, innovative idea to each instructor, like a future investor.

            Students, faculty, and the community would be reinforced to remember that no idea is dumb during the workshop. Imagine how many people called the person who created the float, pool Noodle dumb when he or she pitched the idea to someone, that person is now very rich.  The purpose is to be brave when creating ideas, have fun, and learn crucial, hands on skills that will help accelerate their success. One does not learn without taking chances and what a better place to try new experiences than in a Pop-Up class.

            University Innovation Fellow, Timothy Moore, discussed with a group of UIF candidates how his team and he created a curriculum for their innovation center.  Moore’s team was so successful with their marketing strategies to get attendees, James Madison University developed locations around campus to “ educate, collaborate, and Innovate” for students, faculty, and the surrounding community.  The JMU X Labs started with very few courses and now have classes that stretch from ''Drones'' to ''Hacking for Defense'' and all the way to ''Augmented & Virtual Reality Design.''

       Their team marketed the Pop-Up classes one month in advance with-

       Flyers and Posters around campus

       Social Medias- Facebook page, instagram, twitter

       School T.V screens around campus

       Stepping into various classes (with the teachers permission of course) and pitching one to two minute informational to the              students about what the course will be about.

            The awesome part of Pop- Up courses is that it connects students around campus that might have not had the opportunity to meet each other due to a difference in majors.  Students studying chemistry that may have business aspirations also could take a Pop- Up class that is located in the Business department of school or vice versa. These types of expansions throughout campus are going to benefit and encourage students from all walks of life and majors to learn to work together and generate ideas that will change the world.

== Expansion ==

The process of developing a curriculum for a future Innovation Center located on the campus of a University is a long, slow process.  It takes a dedicated team with a vision to provide resources not already on a campus for a new, innovative style of learning. A place for the entrepreneurs and motivated students that want to make a difference, plan and brainstorm for the ideas of the future, to come and gather as one.The steps a team has taken are to network with the right professor or faculty, start raising funds. After a team has their envisioned curriculum backed by the right professor, with funds rolling in for expenses, expansion of their center will start. Expansion of an Innovation Center can be many things. It can be broadening the amount of topics they are allowed to cover, getting more mentors and advisors; more money starts to roll in 

== Timeline ==

#Gain Faculty Support (~1 Term/Semester)
#* Find your voice to the college. This person will help you from Point A to Point B.
#Gain University Support (~1 Term/Semester)
#*Get the college onboard. This way later you can do your work in the name of the university.
#Gain Funding (1 year)
#*This sets the groundwork for everything to come and is the longest step.
#*Fundraisers, donors, Support of Companies, Funds from the University, State Grants
#*Don't forget to use your faculty support and be a representative of the college
#Build Excitement for Program (Few Months)
##Host some Out-of-the-Ordinary Events!
##Don't forget food!
##Posters go a long way, also hand out pamphlets
##Tabling! Boring but effective
##Don't forget to use the UIF family that you are now a part of! Everyone has great ideas!
#Pop-Up Classes (1 Term)
#*Open to everyone
#*Free for everyone (Funds come from Step 3)
#*Professors volunteer for pop-up classes
#*Play around with times and operations of the class
#Acceptance and Transformation (1 Term)
#*After good attendance and professor comfortability pop-up classes transform into classes for credit
#*Professors will be backed financially by the university to teach these
#Expansion
#*Go beyond classroom work
#*Hackathons and competitions
#*Workshop series
#*Find professors interested in subjects they don't currently teach

== Misc Information for Success ==

When discussing the introduction of new curriculum into a school setting, it is important to gain support from faculty and attract students to the classes for which the curriculum is being designed.

Regarding faculty, it is important to understand their backgrounds and what might incite them to teach a specific curriculum. This is covered largely in the Faculty Support section. When it comes to actually contacting the faculty and securing their participation, some of the following tactics might be employed.

*Getting in touch with faculty:
**Find a “friend” on staff/faculty/administration
**Send out mass emails to faculty
**Display ads for your curriculum on televisions and display boards around campus
*Convince faculty the curriculum is worth their time:
**With needs and data as to why new curriculum is necessary
**Use ideas from other schools as a bargaining tool for comparison
***If ____ has it, why don’t we have ____
***MIT has the most Nobel Prize winning alumni, if they have ___ curriculum, why don’t we?

Students are oftentimes more difficult to entice, as they already have packed schedules and minimal time to spare. The best ways to attract students is often by creating weird and unusual events (3D Printing, hackathon, etc). Students will attend something that inspires them or gets them thinking critically. Oftentimes, this can be done through the simple forms of advertisement listed:

*Advertising to students
**1-2 minute pitch at the beginning of classes by each team members 
**Mass emails and personal emails
**Posters
**Event calendars
**Scrolling television ads
**Facebook, Twitter, and other social media
**First Year Experience or Innovation Classes
**Extra Credit Opportunities

== Student Contributors ==

[[Albert Tebbetts]]

[[Ashley Switalski]]

[[Isaac Carrillo]]

[[Russell W. Perkins]]

Susruth Garapaty

Lauren Atkins

Resource:How to design curriculum for your new innovation center

2017-01-05T21:19:38Z

Latkinsatkins:

== Overview ==

Designing curriculum is not an overnight venture and hinges on the support of faculty, staff, students, and the administration to become a success. Curriculum can take shape in many forms including pop-up classes, classes for credit, and workshops in an Innovation Center. Learning how to effectively utilize all these resources at a university is a challenging task but it is possible with a strong group of student leaders.

== Vocabulary ==

=== Credit Classes ===

Sessions that allow students to learn a topic for credit towards their degree that often form after a professor has tried the lesson in an experimental fashion. These classes are paid for and supported by the learning institution regardless of their location. This is the standard class that students and faculty are familiar with for teaching.

=== Curriculum Design ===

Old ideology that focused solely on building a robust set of learning objectives and "How-Tos" regardless of how each student would be effected. This has now shifted into Learning Experience Design.

=== Learning Experience Design ===

New ideology that spawned from Curriculum Design to incorporate how students truely learn and how their environment affects the learning conducted in classes. This shift has brought forth questions around "How could bad or boring classes be improved?" and "What makes good or interesting classes so great?". These questions are being tested through experimental teachings in pop-up classes and workshops in Innovation Centers.

=== Pop-Up Classes ===

Short workshops that are often the beginning, experimental stages of credit classes. These are used by professors to test out new topics and methods for teaching with an engaged student audience. Collaboration is often a key part of these courses followed by a focus on breaking the conventional static classroom setup. More information on Pop-Up Classes can be found here: [http://universityinnovation.org/wiki/How_to_establish_a_series_of_pop-up_classes_that_focus_on_bringing_hands-on_learning_experience_to_students,_staff,_faculty_and_community_members How to Build Pop-Up Classes]

== Faculty Support ==

A key to starting any movement on a university is faculty support. [http://www.tmooredesign.com/ Timothy Moore] it, “You need to find at least one advisor who will be your rock. Basically, they will be the bridge between you and the university. Anything you want to accomplish or support for will go through them.” There is no limit for how many advisors you can have, in fact, the more faculty that you can get on board with your idea the more resources you will have.

To find faculty support, you must do your homework first. (This step taken literally won’t hurt your chances either because you will need teachers to like you.) You will need to find a professor who is very passionate about a topic that is close to yours. Just google your professor’s name and see what comes up! Any biographies, ads, even social media can help you to find a passionate professor.

The next step is forming a relationship. The more quickly you can do this then the closer you will be to your end goal. Start by building up information about the professor and their interests. If you are taking a class instructed by them this will be easy because they most likely will have told you about themselves and you will already have a reason for speaking with them. If you are not taking a class from the professor, then it’s up to you to create an open line of communication. When initially starting any form of relationship with someone, start with asking about them and their goals. Showing interest in their work will make them interested in yours. When you finally feel comfortable asking for their help do so, and this will build a foundation with your advisor. Do not become discouraged if they decline your offer, it simply means that there is an even greater advisor to find.

If you are fortunate enough to be working with several advisors, then be sure to arrange a system that allows you to maximize your support from each. Set up a strong communication network that everyone can easily access and be sure to help foster relations between your advisors. Periodic meetings will help your advisors to know what they can do to help.

== Pop-Up Classes ==

An example of a Pop-up class idea for entrepreneurial-minded students could be  “Pitching your idea to an Investors” The attendees would form small groups and come up with a business idea.  By the end of the workshop, each group would have to pitch their new, innovative idea to each instructor, like a future investor.

            Students, faculty, and the community would be reinforced to remember that no idea is dumb during the workshop. Imagine how many people called the person who created the float, pool Noodle dumb when he or she pitched the idea to someone, that person is now very rich.  The purpose is to be brave when creating ideas, have fun, and learn crucial, hands on skills that will help accelerate their success. One does not learn without taking chances and what a better place to try new experiences than in a Pop-Up class.

            University Innovation Fellow, Timothy Moore, discussed with a group of UIF candidates how his team and he created a curriculum for their innovation center.  Moore’s team was so successful with their marketing strategies to get attendees, James Madison University developed locations around campus to “ educate, collaborate, and Innovate” for students, faculty, and the surrounding community.  The JMU X Labs started with very few courses and now have classes that stretch from ''Drones'' to ''Hacking for Defense'' and all the way to ''Augmented & Virtual Reality Design.''

       Their team marketed the Pop-Up classes one month in advance with-

       Flyers and Posters around campus

       Social Medias- Facebook page, instagram, twitter

       School T.V screens around campus

       Stepping into various classes (with the teachers permission of course) and pitching one to two minute informational to the              students about what the course will be about.

            The awesome part of Pop- Up courses is that it connects students around campus that might have not had the opportunity to meet each other due to a difference in majors.  Students studying chemistry that may have business aspirations also could take a Pop- Up class that is located in the Business department of school or vice versa. These types of expansions throughout campus are going to benefit and encourage students from all walks of life and majors to learn to work together and generate ideas that will change the world.

== Expansion ==

The process of developing a curriculum for a future Innovation Center located on the campus of a University is a long, slow process.  It takes a dedicated team with a vision to provide resources not already on a campus for a new, innovative style of learning. A place for the entrepreneurs and motivated students that want to make a difference, plan and brainstorm for the ideas of the future, to come and gather as one.The steps a team has taken are to network with the right professor or faculty, start raising funds. After a team has their envisioned curriculum backed by the right professor, with funds rolling in for expenses, expansion of their center will start. Expansion of an Innovation Center can be many things. It can be broadening the amount of topics they are allowed to cover, getting more mentors and advisors; more money starts to roll in 

== Timeline ==

#Gain Faculty Support (~1 Term/Semester)
#* Find your voice to the college. This person will help you from Point A to Point B.
#Gain University Support (~1 Term/Semester)
#*Get the college onboard. This way later you can do your work in the name of the university.
#Gain Funding (1 year)
#*This sets the groundwork for everything to come and is the longest step.
#*Fundraisers, donors, Support of Companies, Funds from the University, State Grants
#*Don't forget to use your faculty support and be a representative of the college
#Build Excitement for Program (Few Months)
##Host some Out-of-the-Ordinary Events!
##Don't forget food!
##Posters go a long way, also hand out pamphlets
##Tabling! Boring but effective
##Don't forget to use the UIF family that you are now a part of! Everyone has great ideas!
#Pop-Up Classes (1 Term)
#*Open to everyone
#*Free for everyone (Funds come from Step 3)
#*Professors volunteer for pop-up classes
#*Play around with times and operations of the class
#Acceptance and Transformation (1 Term)
#*After good attendance and professor comfortability pop-up classes transform into classes for credit
#*Professors will be backed financially by the university to teach these
#Expansion
#*Go beyond classroom work
#*Hackathons and competitions
#*Workshop series
#*Find professors interested in subjects they don't currently teach

== Misc Information for Success ==

When discussing the introduction of new curriculum into a school setting, it is important to gain support from faculty and attract students to the classes for which the curriculum is being designed.

Regarding faculty, it is important to understand their backgrounds and what might incite them to teach a specific curriculum. This is covered largely in the Faculty Support section. When it comes to actually contacting the faculty and securing their participation, some of the following tactics might be employed.

*Getting in touch with faculty:
**Find a “friend” on staff/faculty/administration
**Send out mass emails to faculty
**Display ads for your curriculum on televisions and display boards around campus
*Convince faculty the curriculum is worth their time:
**With needs and data as to why new curriculum is necessary
**Use ideas from other schools as a bargaining tool for comparison
***If ____ has it, why don’t we have ____
***MIT has the most Nobel Prize winning alumni, if they have ___ curriculum, why don’t we?

Students are oftentimes more difficult to entice, as they already have packed schedules and minimal time to spare. The best ways to attract students is often by creating weird and unusual events. Students will attend something that inspires them or gets them thinking critically. Oftentimes, this can be done through the simple forms of advertisement listed:

*Advertising to students
**1-2minute pitch at the beginning of classes by each team members 
**Mass emails and personal emails
**Posters
**Event calendars
**Scrolling television ads
**Facebook, Twitter, and other social media
**First Year Experience or Innovation Classes
**Extra Credit Opportunities

== Student Contributors ==

[[Albert Tebbetts]]

[[Ashley Switalski]]

[[Isaac Carrillo]]

[[Russell W. Perkins]]

Susruth Garapaty

Lauren Atkins