University Innovation Fellows - User contributions [en]

Fellow:Jeremy Revlock

2017-02-15T14:25:36Z

Lizzyrowe:

Jeremy Revlock was born in San Francisco and grew up on the Stanford Campus and other parts of Palo Alto, CA. He spent his [[File:Jeremy Revlock.jpg|thumb|Jeremy Revlock.jpg]]days playing sports and blowing glass. As time went on, he started wanting more money to pursue more exciting adventures so he started working as a freelance glassblower making custom creations for anyone and everyone who appreciated his work. This process caused him to fall in love with business and working with people to create the progeny of their dreams. Now he is a marketing student with a passion for Entrepreneurship and Innovation (EI) at the University of Portland. Aside from being a UIF candidate, he is also an officer for the EI club at the university and getting to work with amazing like-minded people to create some really game changing events and product. When he is not doing any of that however, you can most likely find him racing his car, surfing, snowboarding, or rock climbing.

'''Related Links:'''

[http://universityinnovation.org/wiki/University_of_Portland University of Portland]

[https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be UP Pitch Video]

[http://universityinnovation.org/wiki/University_of_Portland_Student_Priorities UP Priorities]

'''Other Fellow Candidates:'''

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe] 

[http://universityinnovation.org/wiki/Jean_Paul_Mugisha Jean Paul Mugisha]

[http://universityinnovation.org/wiki/Alec_Kauffman Alec Kauffman]

Fellow:Jean Paul Mugisha

2017-02-15T14:25:13Z

Lizzyrowe:

Jean Paul Mugisha is a University Innovation Fellow candidate and an undergraduate student at the University of Portland (UP). He is studying Electrical [[File:IMG 1175.JPG|thumb]]Engineering with a Mathematics minor. Mugisha is originally from the D.R Congo. He was born in the Congo and raised in Rwanda where he lived for 17 years before he moved to the US in May 2014. After Mugisha and his family moved to the US, he started searching for schools to go to. He went to Portland Community College for a year and then transferred to UP as a sophomore. He is now an intern at Intel as a Software Engineer Undergraduate Intern.

At the University of Portland, Mugisha is Tau Beta Pi National Honor Society member. Along with other members, they tutor Engineering students and plan an engineering week at UP. He is a member of a Blue Key National Honor Society, and with this chapter he does 5 hours per semester for community service.

Mugisha is very passionate about the community. He wants to use his engineering skills and innovation to solve some of the problems that our societies face. He is involved with an educational nonprofit called These Numbers Have Faces where he serves on their Advisory Network board.

'''Related Links:'''

[http://universityinnovation.org/wiki/University_of_Portland University of Portland]

[https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be UP Pitch Video]

[http://universityinnovation.org/wiki/University_of_Portland_Student_Priorities UP Priorities]

'''Other Fellow Candidates:'''

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe] 

[http://universityinnovation.org/wiki/Jeremy_Revlock Jeremy Revlock]

[http://universityinnovation.org/wiki/Alec_Kauffman Alec Kauffman]

[[Category:Student Contributors|Student_Contributors]]

Fellow:Alec Kauffman

2017-02-15T14:24:15Z

Lizzyrowe:

Alec is a University Innovation Fellow in training and an undergraduate student at the University of Portland. He is studying Civil Engineering with a Computer Science minor. Alec is from the small town of Phoenix, Oregon. He grew up in the Rogue Valley and developed a love for the outdoors early in his life. He grew up skiing, climbing, and rafting, but still managed to have a strong academic career. After graduating from Phoenix High School with honors he started his undergraduate work at University of Portland.

 

At the University of Portland, Alec got involved in the innovation and entrepreneurship program. In the spring of his freshman year he was starting to feel like college was basically high school and it was not the educational experience he had hoped. That same spring, he took a course called Intro to Innovation. In Intro to Innovation he really felt he was learning the way people, in his opinion, were supposed to learn, and there was no stress, no pain, and no sleepless nights (unless driven by inspiration). He was learning the material because he wanted to. From his experience, he developed a drive to one day change the educational system so that it may reach and engage students in this way.

 

In addition, after taking the Intro to Innovation course he got involved in the other courses in the innovation and entrepreneurship program. In Intro to Entrepreneurship this he heard about the University Innovation Fellows program and instantly knew this was for him. He hopes to engage his peers in innovative thinking for he believes everyone has a passionate problem he or she wants to solve and just needs the drive and knowledge of all the resources available to solve it

.

Lastly Alec is also an avid rock climber, skier, and a bit of an overall jack of all trades of outdoor activities. As well as a fan of How I Met Your Mother, West World, The Office, Game of Thrones, Vice, and Last Week Tonight with John Oliver, to name a few. Alec may sound like a really serious guy, but don’t be fooled he loves to talk about crazy ideas as much as How I Met Your Mother or any other one of those shows or outdoor activities, so if there is some question you want to ask, don’t be afraid to ask it. 

'''Related Links:'''

[http://universityinnovation.org/wiki/University_of_Portland University of Portland]

[https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be UP Pitch Video]

[http://universityinnovation.org/wiki/University_of_Portland_Student_Priorities UP Priorities]

'''Other Fellow Candidates:'''

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe] 

[http://universityinnovation.org/wiki/Jeremy_Revlock Jeremy Revlock]

[http://universityinnovation.org/wiki/Jean_Paul_Mugisha Jean Paul Mugisha]

[[Category:Student Contributors|Student_Contributors]]

Fellow:Jean Paul Mugisha

2017-02-15T14:23:49Z

Lizzyrowe:

Jean Paul Mugisha is a University Innovation Fellow candidate and an undergraduate student at the University of Portland (UP). He is studying Electrical [[File:IMG 1175.JPG|thumb|IMG 1175.JPG]]Engineering with a Mathematics minor. Mugisha is originally from the D.R Congo. He was born in the Congo and raised in Rwanda where he lived for 17 years before he moved to the US in May 2014. After Mugisha and his family moved to the US, he started searching for schools to go to. He went to Portland Community College for a year and then transferred to UP as a sophomore. He is now an intern at Intel as a Software Engineer Undergraduate Intern.

At the University of Portland, Mugisha is Tau Beta Pi National Honor Society member. Along with other members, they tutor Engineering students and plan an engineering week at UP. He is a member of a Blue Key National Honor Society, and with this chapter he does 5 hours per semester for community service.

Mugisha is very passionate about the community. He wants to use his engineering skills and innovation to solve some of the problems that our societies face. He is involved with an educational nonprofit called These Numbers Have Faces where he serves on their Advisory Network board.

'''Related Links:'''

[http://universityinnovation.org/wiki/University_of_Portland University of Portland]

[https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be UP Pitch Video]

[http://universityinnovation.org/wiki/University_of_Portland_Student_Priorities UP Priorities]

'''Other Fellow Candidates:'''

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe] 

[http://universityinnovation.org/wiki/Jeremy_Revlock Jeremy Revlock]

[http://universityinnovation.org/wiki/Alec_Kauffman Alec Kauffman]

[[Category:Student Contributors|Student_Contributors]]

Fellow:Jean Paul Mugisha

2017-02-15T14:22:39Z

Lizzyrowe:

Fellow:Jean Paul Mugisha

2017-02-15T14:21:34Z

Lizzyrowe:

Jean Paul Mugisha is a University Innovation Fellow candidate and an undergraduate student at the University of Portland (UP). He is studying Electrical [[File:IMG 1175.JPG|thumb|IMG 1175.JPG]]Engineering with a Mathematics minor. Mugisha is originally from the D.R Congo. He was born in the Congo and raised in Rwanda where he lived for 17 years before he moved to the US in May 2014. After Mugisha and his family moved to the US, he started searching for schools to go to. He went to Portland Community College for a year and then transferred to UP as a sophomore. He is now an intern at Intel as a Software Engineer Undergraduate Intern.

At the University of Portland, Mugisha is Tau Beta Pi National Honor Society member. Along with other members, they tutor Engineering students and plan an engineering week at UP. He is a member of a Blue Key National Honor Society, and with this chapter he does 5 hours per semester for community service.

Mugisha is very passionate about the community. He wants to use his engineering skills and innovation to solve some of the problems that our societies face. He is involved with an educational nonprofit called These Numbers Have Faces where he serves on their Advisory Network board.

'''Related Links:'''

[http://universityinnovation.org/wiki/How_to_establish_a_bridge_between_a_community_college_and_the_university How to Establish a Bridge Between Community College and the University]

[http://universityinnovation.org/wiki/University_of_Portland University of Portland]

[https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be UP Pitch Video]

[http://universityinnovation.org/wiki/University_of_Portland_Student_Priorities UP Priorities]

'''Other Fellow Candidates:'''

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe] 

[http://universityinnovation.org/wiki/Jeremy_Revlock Jeremy Revlock]

[http://universityinnovation.org/wiki/Alec_Kauffman Alec Kauffman]

[[Category:Student Contributors|Student_Contributors]]

Fellow:Elizabeth Rowe

2017-02-15T14:20:42Z

Lizzyrowe:

Elizabeth Rowe is a University Innovation Fellow Candidate and student at the University of Portland (UP). She is pursuing a Bachelor of Science in [[File:Lizzy Picture .jpg|thumb]]Mechanical Engineering and a Mathematics Minor with a concentration in Biology. She is currently a Biomedical Engineering Research Assistant creating an artificial, mechanical lung at the University of Portland working alongside a professor of Biomedical Engineering.

Rowe is originally from Vancouver, WA, where she has lived her entire life. She graduated high school as a Science, Math and Technology (SMT) student and then received several scholarships to attend the University of Portland as an undergraduate student.

 At the University of Portland, Rowe is involved in the Society of Women Engineers, local community service programs (Alpha Lambda Delta, Boys and Girls Club) and in her free time tutors younger students in previous engineering and science classes. Elizabeth is passionate about innovation in engineering and promoting education in her community. In the future she wants to help make contributions through innovation in the Biomedical Engineering research field. 

'''Related Links:'''

[http://universityinnovation.org/wiki/How_to_establish_a_bridge_between_a_community_college_and_the_university How to Establish a Bridge Between Community College and the University]

[http://universityinnovation.org/wiki/University_of_Portland University of Portland]

[https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be UP Pitch Video]

[http://universityinnovation.org/wiki/University_of_Portland_Student_Priorities UP Priorities]

'''Other Fellow Candidates:'''

[http://universityinnovation.org/wiki/Jean_Paul_Mugisha Jean Paul Mugisha]

[http://universityinnovation.org/wiki/Jeremy_Revlock Jeremy Revlock]

[http://universityinnovation.org/wiki/Alec_Kauffman Alec Kauffman]

[[Category:Student Contributors|Student_Contributors]]

Fellow:Elizabeth Rowe

2017-02-15T14:20:02Z

Lizzyrowe:

Elizabeth Rowe is a University Innovation Fellow Candidate and student at the University of Portland (UP). She is pursuing a Bachelor of Science in [[File:Lizzy Picture .jpg|thumb|Lizzy Picture .jpg]]Mechanical Engineering and a Mathematics Minor with a concentration in Biology. She is currently a Biomedical Engineering Research Assistant creating an artificial, mechanical lung at the University of Portland working alongside a professor of Biomedical Engineering.

Rowe is originally from Vancouver, WA, where she has lived her entire life. She graduated high school as a Science, Math and Technology (SMT) student and then received several scholarships to attend the University of Portland as an undergraduate student.

 At the University of Portland, Rowe is involved in the Society of Women Engineers, local community service programs (Alpha Lambda Delta, Boys and Girls Club) and in her free time tutors younger students in previous engineering and science classes. Elizabeth is passionate about innovation in engineering and promoting education in her community. In the future she wants to help make contributions through innovation in the Biomedical Engineering research field. 

'''Related Links:'''

[http://universityinnovation.org/wiki/How_to_establish_a_bridge_between_a_community_college_and_the_university How to Establish a Bridge Between Community College and the University]

[http://universityinnovation.org/wiki/University_of_Portland University of Portland]

[https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be UP Pitch Video]

[http://universityinnovation.org/wiki/University_of_Portland_Student_Priorities UP Priorities]

'''Other Fellow Candidates:'''

[http://universityinnovation.org/wiki/Jean_Paul_Mugisha Jean Paul Mugisha]

[http://universityinnovation.org/wiki/Jeremy_Revlock Jeremy Revlock]

[http://universityinnovation.org/wiki/Alec_Kauffman Alec Kauffman]

[[Category:Student Contributors|Student_Contributors]]

Fellow:Elizabeth Rowe

2017-02-15T14:19:46Z

Lizzyrowe:

Elizabeth Rowe is a University Innovation Fellow Candidate and student at the University of Portland (UP). She is pursuing a Bachelor of Science in [[File:Lizzy Picture .jpg|thumb]]Mechanical Engineering and a Mathematics Minor with a concentration in Biology. She is currently a Biomedical Engineering Research Assistant creating an artificial, mechanical lung at the University of Portland working alongside a professor of Biomedical Engineering.

Rowe is originally from Vancouver, WA, where she has lived her entire life. She graduated high school as a Science, Math and Technology (SMT) student and then received several scholarships to attend the University of Portland as an undergraduate student.

 At the University of Portland, Rowe is involved in the Society of Women Engineers, local community service programs (Alpha Lambda Delta, Boys and Girls Club) and in her free time tutors younger students in previous engineering and science classes. Elizabeth is passionate about innovation in engineering and promoting education in her community. In the future she wants to help make contributions through innovation in the Biomedical Engineering research field. 

'''Related Links:'''

[http://universityinnovation.org/wiki/How_to_establish_a_bridge_between_a_community_college_and_the_university How to Establish a Bridge Between Community College and the University]

[http://universityinnovation.org/wiki/University_of_Portland University of Portland]

[https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be UP Pitch Video]

[http://universityinnovation.org/wiki/University_of_Portland_Student_Priorities UP Priorities]

Other Fellow Candidates:

[http://universityinnovation.org/wiki/Jean_Paul_Mugisha Jean Paul Mugisha]

[http://universityinnovation.org/wiki/Jeremy_Revlock Jeremy Revlock]

[http://universityinnovation.org/wiki/Alec_Kauffman Alec Kauffman]



[[Category:Student Contributors|Student_Contributors]]

Fellow:Elizabeth Rowe

2017-02-15T14:17:30Z

Lizzyrowe:

Elizabeth Rowe is a University Innovation Fellow Candidate and student at the University of Portland (UP). She is pursuing a Bachelor of Science in [[File:Lizzy Picture .jpg|thumb|Lizzy Picture .jpg]]Mechanical Engineering and a Mathematics Minor with a concentration in Biology. She is currently a Biomedical Engineering Research Assistant creating an artificial, mechanical lung at the University of Portland working alongside a professor of Biomedical Engineering.

Rowe is originally from Vancouver, WA, where she has lived her entire life. She graduated high school as a Science, Math and Technology (SMT) student and then received several scholarships to attend the University of Portland as an undergraduate student.

 At the University of Portland, Rowe is involved in the Society of Women Engineers, local community service programs (Alpha Lambda Delta, Boys and Girls Club) and in her free time tutors younger students in previous engineering and science classes. Elizabeth is passionate about innovation in engineering and promoting education in her community. In the future she wants to help make contributions through innovation in the Biomedical Engineering research field. 

'''Related Links:'''

[http://universityinnovation.org/wiki/How_to_establish_a_bridge_between_a_community_college_and_the_university How to Establish a Bridge Between Community College and the University]

[http://universityinnovation.org/wiki/University_of_Portland University of Portland]

[https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be UP Pitch Video]

[http://universityinnovation.org/wiki/University_of_Portland_Student_Priorities UP Priorities]

[[Category:Student Contributors|Student_Contributors]]

Fellow:Elizabeth Rowe

2017-02-15T14:09:02Z

Lizzyrowe:

Priorities:UP student priorities

2017-02-10T06:18:15Z

Lizzyrowe:

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

[https://docs.google.com/document/d/1Az0HOxQC3X2ieMh1ThLrkDN5v5NCDB4xpiaXJZzr09A/edit?ts=589d5642 Stakeholder Meeting Summary]

= Priority 1. Have a list of workshops that students can attend: =

One of the problems that we found here at the University of Portland is that students don’t have enough trainings to work on projects on their own in the labs. Even if the school would give them access to labs, majority of them would not be able to do many things in there. We talked with the Dean of Engineering and Entrepreneurship coordinator to supply students with a list of workshops that they can attend to expand their education outside the classroom. These workshops would include soldering, 3D printing, basic use of lab equipments like oscilloscope, DMM, spectrum analyser,... We hope that with these workshops, students will be able to do their own projects and this will stimulate growth and change on campus.

= Priority 2: Give students Access to Labs =

Students at University of Portland don’t have access to labs unless they are working on a research with a professor or they are working on their senior design projects. We recently learned that the reason why they don’t have access,  is because our school is a teaching-based school not a research based school. The school has lab technicians who can help with whatever a professor/student needs. But we think that access to labs would give students more hands-on practice and this can help them when they graduate. If students have basic lab trainings, they can be able to work on their own projects with little assistance.

=== ===

= Priority 3: Campus of Change =

We talked with many students on campus and most of them don’t know the amount of resources and opportunities that we have on campus. Some of them don’t even where to go if they want to make changes on campus. We thought that we can create a club called “Campus of Change”. The goal of the club would be to help students who want to make changes on campus know where to get resources, train them about design thinking, rapid prototyping, and be there for them whenever they need us. We hope that this club would help students to put their ideas to life and change the campus for better.

= Priority 4: Increase the awareness of resources and opportunities on campus =

Our school has many opportunities and resources, but many students are not aware of them. We want to change this. There is no point of having a new lab if students don’t know where it is. We plan to solve this problem using  different ways. We will have a poster with all of the resources that will be in the cafeteria, in dorms, and any other place where most students gather. The common way that our school uses to inform us about opportunities, is through email. We found that most students don’t read their email when it’s long. We want to work the Office of students Activities and find out the most effective way to communicate these opportunities.
<div> </div>

Priorities:UP student priorities

2017-02-10T06:07:11Z

Lizzyrowe:

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

= Priority 1. Have a list of workshops that students can attend: =

One of the problems that we found here at the University of Portland is that students don’t have enough trainings to work on projects on their own in the labs. Even if the school would give them access to labs, majority of them would not be able to do many things in there. We talked with the Dean of Engineering and Entrepreneurship coordinator to supply students with a list of workshops that they can attend to expand their education outside the classroom. These workshops would include soldering, 3D printing, basic use of lab equipments like oscilloscope, DMM, spectrum analyser,... We hope that with these workshops, students will be able to do their own projects and this will stimulate growth and change on campus.

= Priority 2: Give students Access to Labs =

Students at University of Portland don’t have access to labs unless they are working on a research with a professor or they are working on their senior design projects. We recently learned that the reason why they don’t have access,  is because our school is a teaching-based school not a research based school. The school has lab technicians who can help with whatever a professor/student needs. But we think that access to labs would give students more hands-on practice and this can help them when they graduate. If students have basic lab trainings, they can be able to work on their own projects with little assistance.

=== ===

= Priority 3: Campus of Change =

We talked with many students on campus and most of them don’t know the amount of resources and opportunities that we have on campus. Some of them don’t even where to go if they want to make changes on campus. We thought that we can create a club called “Campus of Change”. The goal of the club would be to help students who want to make changes on campus know where to get resources, train them about design thinking, rapid prototyping, and be there for them whenever they need us. We hope that this club would help students to put their ideas to life and change the campus for better.

= Priority 4: Increase the awareness of resources and opportunities on campus =

Our school has many opportunities and resources, but many students are not aware of them. We want to change this. There is no point of having a new lab if students don’t know where it is. We plan to solve this problem using  different ways. We will have a poster with all of the resources that will be in the cafeteria, in dorms, and any other place where most students gather. The common way that our school uses to inform us about opportunities, is through email. We found that most students don’t read their email when it’s long. We want to work the Office of students Activities and find out the most effective way to communicate these opportunities.
<div> </div>

Priorities:UP student priorities

2017-02-10T06:06:58Z

Lizzyrowe:

= Pitch Video =

= Priority 1. Have a list of workshops that students can attend: =

One of the problems that we found here at the University of Portland is that students don’t have enough trainings to work on projects on their own in the labs. Even if the school would give them access to labs, majority of them would not be able to do many things in there. We talked with the Dean of Engineering and Entrepreneurship coordinator to supply students with a list of workshops that they can attend to expand their education outside the classroom. These workshops would include soldering, 3D printing, basic use of lab equipments like oscilloscope, DMM, spectrum analyser,... We hope that with these workshops, students will be able to do their own projects and this will stimulate growth and change on campus.

= Priority 2: Give students Access to Labs =

Students at University of Portland don’t have access to labs unless they are working on a research with a professor or they are working on their senior design projects. We recently learned that the reason why they don’t have access,  is because our school is a teaching-based school not a research based school. The school has lab technicians who can help with whatever a professor/student needs. But we think that access to labs would give students more hands-on practice and this can help them when they graduate. If students have basic lab trainings, they can be able to work on their own projects with little assistance.

=== ===

= Priority 3: Campus of Change =

We talked with many students on campus and most of them don’t know the amount of resources and opportunities that we have on campus. Some of them don’t even where to go if they want to make changes on campus. We thought that we can create a club called “Campus of Change”. The goal of the club would be to help students who want to make changes on campus know where to get resources, train them about design thinking, rapid prototyping, and be there for them whenever they need us. We hope that this club would help students to put their ideas to life and change the campus for better.

= Priority 4: Increase the awareness of resources and opportunities on campus =

Our school has many opportunities and resources, but many students are not aware of them. We want to change this. There is no point of having a new lab if students don’t know where it is. We plan to solve this problem using  different ways. We will have a poster with all of the resources that will be in the cafeteria, in dorms, and any other place where most students gather. The common way that our school uses to inform us about opportunities, is through email. We found that most students don’t read their email when it’s long. We want to work the Office of students Activities and find out the most effective way to communicate these opportunities.
<div> </div>

Priorities:UP student priorities

2017-02-10T06:06:00Z

Lizzyrowe:

= https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be =

= Priority 1. Have a list of workshops that students can attend: =

One of the problems that we found here at the University of Portland is that students don’t have enough trainings to work on projects on their own in the labs. Even if the school would give them access to labs, majority of them would not be able to do many things in there. We talked with the Dean of Engineering and Entrepreneurship coordinator to supply students with a list of workshops that they can attend to expand their education outside the classroom. These workshops would include soldering, 3D printing, basic use of lab equipments like oscilloscope, DMM, spectrum analyser,... We hope that with these workshops, students will be able to do their own projects and this will stimulate growth and change on campus.

= Priority 2: Give students Access to Labs =

Students at University of Portland don’t have access to labs unless they are working on a research with a professor or they are working on their senior design projects. We recently learned that the reason why they don’t have access,  is because our school is a teaching-based school not a research based school. The school has lab technicians who can help with whatever a professor/student needs. But we think that access to labs would give students more hands-on practice and this can help them when they graduate. If students have basic lab trainings, they can be able to work on their own projects with little assistance.

=== ===

= Priority 3: Campus of Change =

We talked with many students on campus and most of them don’t know the amount of resources and opportunities that we have on campus. Some of them don’t even where to go if they want to make changes on campus. We thought that we can create a club called “Campus of Change”. The goal of the club would be to help students who want to make changes on campus know where to get resources, train them about design thinking, rapid prototyping, and be there for them whenever they need us. We hope that this club would help students to put their ideas to life and change the campus for better.

= Priority 4: Increase the awareness of resources and opportunities on campus =

Our school has many opportunities and resources, but many students are not aware of them. We want to change this. There is no point of having a new lab if students don’t know where it is. We plan to solve this problem using  different ways. We will have a poster with all of the resources that will be in the cafeteria, in dorms, and any other place where most students gather. The common way that our school uses to inform us about opportunities, is through email. We found that most students don’t read their email when it’s long. We want to work the Office of students Activities and find out the most effective way to communicate these opportunities.
<div> </div>

Priorities:UP student priorities

2017-02-10T06:04:08Z

Lizzyrowe:

= [https://www.youtube.com/watch?v=KPQHfxDzxJM&feature=youtu.be Link to Pitch Video] =

= Priority 1. Have a list of workshops that students can attend: =

One of the problems that we found here at the University of Portland is that students don’t have enough trainings to work on projects on their own in the labs. Even if the school would give them access to labs, majority of them would not be able to do many things in there. We talked with the Dean of Engineering and Entrepreneurship coordinator to supply students with a list of workshops that they can attend to expand their education outside the classroom. These workshops would include soldering, 3D printing, basic use of lab equipments like oscilloscope, DMM, spectrum analyser,... We hope that with these workshops, students will be able to do their own projects and this will stimulate growth and change on campus.

= Priority 2: Give students Access to Labs =

Students at University of Portland don’t have access to labs unless they are working on a research with a professor or they are working on their senior design projects. We recently learned that the reason why they don’t have access,  is because our school is a teaching-based school not a research based school. The school has lab technicians who can help with whatever a professor/student needs. But we think that access to labs would give students more hands-on practice and this can help them when they graduate. If students have basic lab trainings, they can be able to work on their own projects with little assistance.

=== ===

= Priority 3: Campus of Change =

We talked with many students on campus and most of them don’t know the amount of resources and opportunities that we have on campus. Some of them don’t even where to go if they want to make changes on campus. We thought that we can create a club called “Campus of Change”. The goal of the club would be to help students who want to make changes on campus know where to get resources, train them about design thinking, rapid prototyping, and be there for them whenever they need us. We hope that this club would help students to put their ideas to life and change the campus for better.

= Priority 4: Increase the awareness of resources and opportunities on campus =

Our school has many opportunities and resources, but many students are not aware of them. We want to change this. There is no point of having a new lab if students don’t know where it is. We plan to solve this problem using  different ways. We will have a poster with all of the resources that will be in the cafeteria, in dorms, and any other place where most students gather. The common way that our school uses to inform us about opportunities, is through email. We found that most students don’t read their email when it’s long. We want to work the Office of students Activities and find out the most effective way to communicate these opportunities.
<div> </div>

School:University of Portland

2017-01-27T00:26:18Z

Lizzyrowe:

=== '''Promoting student innovation and entrepreneurship''' ===
'''[[File:University Portland logo.png]]'''
~At the University of Portland we are promoting Entrepreneurship and Innovation through a variety of different programs and extracurricular activities~  

There is an Entrepreneurial Scholars Program, which is comprised of a competitively selected group of undergraduate students and teaches the fundamental skillsets of developing a business model, pairs students with a local mentor related to their field, and offers domestic and international travel opportunities to learn about conducting business in diverse markets. Students are responsible for creating a new business venture or social enterprise, as well as implement innovative products and delivery models for these organizations. Every year we also hold a 100k Competition, where students are able to pitch their ideas and ventures to a group of investors for the possibility of receiving funds to support full-scale launch. Students also travel to Colorado for a national elevator pitch competition.

We have constructed a brand new [https://www1.up.edu/franzcenter/innovation.html innovation] maker-space in the school of business where students can pursue their innovative ideas.

The Technology Entrepreneurship Certificate combines theory and practice in an environment where academics are balanced with real world experience. Diverse cohorts are comprised of technology entrepreneurs from various fields and current students in Portland-area PhD, MBA, and JD programs. Over the course of a year, students will participate in and experience the entire spectrum of the commercialization process, starting with invention and product development, to technical and market feasibility analysis, through intellectual property acquisition and business planning, and culminating with venture funding and product launch.This highly regarded interdisciplinary program, jointly delivered by the University of Portland and Oregon Health & Science University, is designed for people with a passion for successfully turning ideas into ventures. It is particularly suited to those with backgrounds in science, engineering, or management and an interest in developing new business units from technology based intellectual property.

A national letter from UP and other U.S. universities supporting the “Maker Movement” was sent to President Obama. The movement celebrates Americans who use new tools and techniques to launch businesses as well as those who learn vital skills in science, technology, engineering, and math.

The University has just implimented a one year biomedical masters program. They are continuing to be innovative by looking at other masters programs such as implementing an entrepreneurial master’s program. 

We also have recently introduced the Leadership Certification Program, which is available to any student of any major that wishes to enhance their skills in working with teams, as well as how to direct others in an efficient and respectful way. This program was just recently implemented.

In order to further promote Innovation & Entrepreneurship at UP, we have recently launched the Dean's Innovation Challenge and attracted 8 interdisciplinary teams. This challenge was successful for a year but has since stopped and it now trying to be revitalized.  Additionally, The School of Engineering modified their core curriculum to allow students to take 9 semester credits of Entrepreneurship, Innovation, and/or business courses for academic credit.  This is just the beginning of the innovative revolution occurring on the University campus -- change is slow but expect more to come!!!

[https://www1.up.edu/news/franz-center.html Franz Center for Leadership, Entrepreneurship and Innovation: ]

[http://www.up.edu/cfe/default.aspx Entrepreneurial Scholars Program]

[http://www.up.edu/cfe/default.aspx Leadership Certification Program]

[http://www.up.edu/cfe/default.aspx Technology Entrepreneurship Certificate]

[https://docs.google.com/spreadsheets/d/1NAlAMCdt3fT7BmSL5Yik-6YsDEHbwolJJ-hAmtbQSPQ/edit? Landscape Canvas]

[https://docs.google.com/spreadsheets/d/1H4nr9SHJ1fKjn2c5KXQbM3Hu3gpQpi3Et3BcueQYWoY/edit#gid=0 Updated Landscape Canvas]

Candidate Links:

[http://universityinnovation.org/wiki/Cole_Preece Cole Preece][https://novoed.com/epicenter-uif-spring-2015/users/colepreece  ]

Taylor Hendricks: [http://www.up.edu/cfe/default.aspx?cid=12946&pid=7874 http://www.up.edu/cfe/default.aspx?cid=12946&pid=7874]

=== '''Encouraging faculty innovation and entrepreneurship''' ===

Qualities that are becoming more important to the Deans in hiring staff members is a innovative willingness and nature. While innovation is encouraged all over campus, there is not a strong connection between students and professors for implementation. The process of innovation is slowly becoming more prevelant at the University of Portland. Steering committee comprised of faculty from all 5 schools in the University created to develop and lead innovation programs.  Professors are becoming more aware of opportunities to become innovative themselves as well as to get students more involved. 

=== '''Actively supporting the university technology transfer function''' ===

The University's tech transfer policy is currently being reviewed and revised, in order to make it more friendly to student and faculty start-ups and industry partnerships.

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

Senior Engineering teams are able to work on projects from the local business community, both start-ups and larger firms. The entrepreneurship/innovation advisory board at the University is made up of entrepreneurial and innovation firm management. The E-Scholars program also allows for students to be pared with mentors from the community to refine their ideas and help make it happen.

=== '''Engaging with regional and local economic development efforts''' ===

Staff and faculty regularly are engaged with Portland Development Commission, OHSU ED, Business Oregon (State) and have collaborated on several studies and reports.  Student involvement in these activities is anticipated to begin next year. The MECOP program is also growing at the University in order to split engineers senior year into two years and add in two 6 month internships with local companies. 

=== Related Links ===

[[University of Portland Student Priorities|University of Portland Student Priorities]]

[http://universityinnovation.org/wiki/Jeremy_Revlock Jeremy Revlock]

[http://universityinnovation.org/wiki/Jean_Paul_Mugisha Jean Paul Mugisha]

[http://universityinnovation.org/wiki/Alec_Kauffman Alec Kauffman]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

 [http://universityinnovation.org/wiki/Kevin_Bastien Kevin Bastien]

[[Taylor Hendricks|Fellow Taylor Hendricks]]

[[Cole Preece|Fellow Cole Preece]]

[[Ryan cebula|Ryan Cebula]]

[[Katie Heitkemper|Katie Heitkemper]]

[[Category:Universities]]

Priorities:University of Portland Student Priorities

2017-01-27T00:25:26Z

Lizzyrowe:

[[File:University-of-portland logo.jpg]]

= Rebranding Innovation.  =

== Project Pitch Video ==

[https://www.youtube.com/watch?v=IUHsaB_bGW8 Fall 2015]

== Project One: Create ==

=== Tactic 1: Makerspace ===

Creating an innovation space on campus will provide students with the tools they need to implement the many ideas they have.  Allowing students to learn by doing will be a valuable asset to encouraging innovation and entrepreneurship on campus.  An innovation space enables students from all disciplines to learn to think creatively.  There are a vast amount of different activities that can be held in such a space.  This will be a space that the university can advertise in order to attract more prospective students.  All in all, an innovation space is a key factor in the pursuit of improving the culture of entrepreneurship and innovation throughout campus.

=== Tactic 2: Rebrand & Expose ===

The need to rebrand the University's Leadership, Entreprenurship, and Innovation efforts is a must if we want to excite and energize the student body with the opportunities available. This tactic will include a modern, simplistic logo and branding solution to represent the maker space and the opportunities within it.

=== Tactic 3: Makerspace Workshops ===

With carefully established protocol, we can offer MakerSpace workshops where students are welcome to observe, learn, and interact with the space with a knowledgeable guide. They can recieve beginner tutorials on the proper use of equipment, as well as a variety of other intellectual resources that will enhance their ability to be more innovative. These workshops can be once a month and cater to a certain theme, in which will open up another opportunity for us to bring in experienced innovators/creators from the local community.

'''Tactic 4: Increase awareness''' While there are a few different options for innovation on campus, most students are not aware of the opportunities especially in the engineering school as most opportunities are provided my the business school. However, slowly both schools are becoming more innovative and interactive with each other. These opportunities are slowly becoming more available to all students as engineers and business majors alike are joining them and spreading the word of these programs

== Project Two: Pursue ==

=== Tactic 1: 3 Day Startup ===

3DS will bring students through the beginning steps of launching a company or project through innovation on campus.  This is an event that will allow students to learn by doing.  3DS teaches entrepreneurship skills such as ideation, customer discovery and venture pitching.  This would be a beneficial event for students interested in E&I.

=== Tactic 2: Multidisciplinary Hackathon ===

Hosting a hackathon on campus that invites students from all majors to join together to “hack” out an idea will expose students to innovation and entrepreneurship on campus.  Students are constantly developing venture ideas and an event like this would allow them to gather a multidisciplinary team and work together to accomplish a goal.

== Project Three: Motivate ==

=== Tactic 1: Bring Entrepreneurial Speakers to campus ===

Every year we have a Bauccio Lecture and bring in a speaker, but we should bring more speakers in throughout the year.  Having a monthly speaker will motivate students to pursue their ideas, and show that anything is possible.

=== '''Tactic 2: Host a TEDx event on campus''' ===

Hosting a TEDx event on campus, focused on innovation and entrepreneurship, can inspire the university into initiating a movement.  TEDx events are known for their motivational speakers and talks, and an event like this on campus has the potential to attract a large amount of students and faculty.

=== Tactic 3: Start Up Award ===

Having an award that is given every year at the university will help motivate students to create meaningful ventures throughout the year.  This will give students something to work towards while working on their ventures and promote entrepreneurship and innovation on campus.  Instead of giving the startup a large cash prize every year, we can give them an award of value, not just money.

== Project Four: Incentivize ==

=== Tactic 1: Student-led investment fund ===

Starting an investment fund led by students will give students to identify and student startups within the community.  Having an investment fund run by and for students will provide capital for student-led startups and allow access to the mentoring of local entrepreneurs.  This will also expose students to the Portland startup community.  Raising capital while you’re still attending school is very difficult, and has the potential to deter students from pursuing their ventures.  Therefore, a student-led investment fund has the potential to be a valuable program at the University of Portland

== Tactic 2: Increase funding ==

Speak with the office of development and Provost in order to discuss funding options from the community in order to fund the maker-space further and encourage innovation on campus.

'''Project Five: Collaborate'''

=== Tactic 1 ===

"Discuss with the Business and Engineering schools in order to incorporate some basic business classes into the engineering core curriculum so that the students are more well rounded and able to create a venture."

'''Tactic 2'''

Build interdiciplinary programs and curriculum which will give students an opportunity to work with a diverse team to solve problems big and small. 

== '''Project Six: Incorporate''' ==

'''Tactic 1: Career Focused Education'''

"Incorporate internships into schooling so that students are better prepared for the real world after college.

=== Tactic 2: ===

Talk with the office of development about relationship with local companies.

'''Tactic 3:'''

Speak with engineering and business post graduation centers in order to see how students could incorporate these internships or jobs to make it easier for students to get jobs.

== Contributors ==

[http://universityinnovation.org/wiki/Alec_Kauffman Alec Kauffman]

[http://universityinnovation.org/wiki/Cole_Preece Cole Preece]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

[http://universityinnovation.org/wiki/Jean_Paul_Mugisha Jean Paul Mugisha]

[http://universityinnovation.org/wiki/Jeremy_Revlock Jeremy Revlock]

[http://universityinnovation.org/wiki/Katie_Heitkemper Katie Heitkemper]

[http://universityinnovation.org/wiki/Kevin_Bastien Kevin Bastien]

[http://universityinnovation.org/wiki/Taylor_Hendricks Taylor Hendricks]

Priorities:University of Portland Student Priorities

2017-01-27T00:22:21Z

Lizzyrowe:

[[File:University-of-portland logo.jpg]]

= Rebranding Innovation.  =

== Project Pitch Video ==

[https://www.youtube.com/watch?v=IUHsaB_bGW8 Fall 2015]

== Project One: Create ==

=== Tactic 1: Makerspace ===

Creating an innovation space on campus will provide students with the tools they need to implement the many ideas they have.  Allowing students to learn by doing will be a valuable asset to encouraging innovation and entrepreneurship on campus.  An innovation space enables students from all disciplines to learn to think creatively.  There are a vast amount of different activities that can be held in such a space.  This will be a space that the university can advertise in order to attract more prospective students.  All in all, an innovation space is a key factor in the pursuit of improving the culture of entrepreneurship and innovation throughout campus.

=== Tactic 2: Rebrand & Expose ===

The need to rebrand the University's Leadership, Entreprenurship, and Innovation efforts is a must if we want to excite and energize the student body with the opportunities available. This tactic will include a modern, simplistic logo and branding solution to represent the maker space and the opportunities within it.

=== Tactic 3: Makerspace Workshops ===

With carefully established protocol, we can offer MakerSpace workshops where students are welcome to observe, learn, and interact with the space with a knowledgeable guide. They can recieve beginner tutorials on the proper use of equipment, as well as a variety of other intellectual resources that will enhance their ability to be more innovative. These workshops can be once a month and cater to a certain theme, in which will open up another opportunity for us to bring in experienced innovators/creators from the local community.

'''Tactic 4: Increase awareness''' While there are a few different options for innovation on campus, most students are not aware of the opportunities especially in the engineering school as most opportunities are provided my the business school. However, slowly both schools are becoming more innovative and interactive with each other. These opportunities are slowly becoming more available to all students as engineers and business majors alike are joining them and spreading the word of these programs

== Project Two: Pursue ==

=== Tactic 1: 3 Day Startup ===

3DS will bring students through the beginning steps of launching a company or project through innovation on campus.  This is an event that will allow students to learn by doing.  3DS teaches entrepreneurship skills such as ideation, customer discovery and venture pitching.  This would be a beneficial event for students interested in E&I.

=== Tactic 2: Multidisciplinary Hackathon ===

Hosting a hackathon on campus that invites students from all majors to join together to “hack” out an idea will expose students to innovation and entrepreneurship on campus.  Students are constantly developing venture ideas and an event like this would allow them to gather a multidisciplinary team and work together to accomplish a goal.

== Project Three: Motivate ==

=== Tactic 1: Bring Entrepreneurial Speakers to campus ===

Every year we have a Bauccio Lecture and bring in a speaker, but we should bring more speakers in throughout the year.  Having a monthly speaker will motivate students to pursue their ideas, and show that anything is possible.

=== '''Tactic 2: Host a TEDx event on campus''' ===

Hosting a TEDx event on campus, focused on innovation and entrepreneurship, can inspire the university into initiating a movement.  TEDx events are known for their motivational speakers and talks, and an event like this on campus has the potential to attract a large amount of students and faculty.

=== Tactic 3: Start Up Award ===

Having an award that is given every year at the university will help motivate students to create meaningful ventures throughout the year.  This will give students something to work towards while working on their ventures and promote entrepreneurship and innovation on campus.  Instead of giving the startup a large cash prize every year, we can give them an award of value, not just money.

== Project Four: Incentivize ==

=== Tactic 1: Student-led investment fund ===

Starting an investment fund led by students will give students to identify and student startups within the community.  Having an investment fund run by and for students will provide capital for student-led startups and allow access to the mentoring of local entrepreneurs.  This will also expose students to the Portland startup community.  Raising capital while you’re still attending school is very difficult, and has the potential to deter students from pursuing their ventures.  Therefore, a student-led investment fund has the potential to be a valuable program at the University of Portland

== Tactic 2: Increase funding ==

Speak with the office of development and Provost in order to discuss funding options from the community in order to fund the maker-space further and encourage innovation on campus.

'''Project Five: Collaborate'''

=== Tactic 1 ===

"Discuss with the Business and Engineering schools in order to incorporate some basic business classes into the engineering core curriculum so that the students are more well rounded and able to create a venture."

'''Tactic 2'''

Build interdiciplinary programs and curriculum which will give students an opportunity to work with a diverse team to solve problems big and small. 

== '''Project Six: Incorporate''' ==

'''Tactic 1: Career Focused Education'''

"Incorporate internships into schooling so that students are better prepared for the real world after college.

=== Tactic 2: ===

Talk with the office of development about relationship with local companies.

'''Tactic 3:'''

Speak with engineering and business post graduation centers in order to see how students could incorporate these internships or jobs to make it easier for students to get jobs.

== Contributors ==

Alec Kauffman

Cole Preece

Elizabeth Rowe

Jean Paul Mugisha

Jeremy Revlock

Katie Heitkemper

Kevin Bastien

Taylor Hendricks

Priorities:University of Portland Student Priorities

2017-01-27T00:16:26Z

Lizzyrowe:

[[File:University-of-portland logo.jpg]]

= Rebranding Innovation.  =

== Project Pitch Video ==

[https://www.youtube.com/watch?v=IUHsaB_bGW8 Fall 2015]

== Project One: Create ==

=== Tactic 1: Makerspace ===

Creating an innovation space on campus will provide students with the tools they need to implement the many ideas they have.  Allowing students to learn by doing will be a valuable asset to encouraging innovation and entrepreneurship on campus.  An innovation space enables students from all disciplines to learn to think creatively.  There are a vast amount of different activities that can be held in such a space.  This will be a space that the university can advertise in order to attract more prospective students.  All in all, an innovation space is a key factor in the pursuit of improving the culture of entrepreneurship and innovation throughout campus.

=== Tactic 2: Rebrand & Expose ===

The need to rebrand the University's Leadership, Entreprenurship, and Innovation efforts is a must if we want to excite and energize the student body with the opportunities available. This tactic will include a modern, simplistic logo and branding solution to represent the maker space and the opportunities within it.

=== Tactic 3: Makerspace Workshops ===

With carefully established protocol, we can offer MakerSpace workshops where students are welcome to observe, learn, and interact with the space with a knowledgeable guide. They can recieve beginner tutorials on the proper use of equipment, as well as a variety of other intellectual resources that will enhance their ability to be more innovative. These workshops can be once a month and cater to a certain theme, in which will open up another opportunity for us to bring in experienced innovators/creators from the local community.

'''Tactic 4: Increase awareness''' While there are a few different options for innovation on campus, most students are not aware of the opportunities especially in the engineering school as most opportunities are provided my the business school. However, slowly both schools are becoming more innovative and interactive with each other. These opportunities are slowly becoming more available to all students as engineers and business majors alike are joining them and spreading the word of these programs

== Project Two: Pursue ==

=== Tactic 1: 3 Day Startup ===

3DS will bring students through the beginning steps of launching a company or project through innovation on campus.  This is an event that will allow students to learn by doing.  3DS teaches entrepreneurship skills such as ideation, customer discovery and venture pitching.  This would be a beneficial event for students interested in E&I.

=== Tactic 2: Multidisciplinary Hackathon ===

Hosting a hackathon on campus that invites students from all majors to join together to “hack” out an idea will expose students to innovation and entrepreneurship on campus.  Students are constantly developing venture ideas and an event like this would allow them to gather a multidisciplinary team and work together to accomplish a goal.

== Project Three: Motivate ==

=== Tactic 1: Bring Entrepreneurial Speakers to campus ===

Every year we have a Bauccio Lecture and bring in a speaker, but we should bring more speakers in throughout the year.  Having a monthly speaker will motivate students to pursue their ideas, and show that anything is possible.

=== '''Tactic 2: Host a TEDx event on campus''' ===

Hosting a TEDx event on campus, focused on innovation and entrepreneurship, can inspire the university into initiating a movement.  TEDx events are known for their motivational speakers and talks, and an event like this on campus has the potential to attract a large amount of students and faculty.

=== Tactic 3: Start Up Award ===

Having an award that is given every year at the university will help motivate students to create meaningful ventures throughout the year.  This will give students something to work towards while working on their ventures and promote entrepreneurship and innovation on campus.  Instead of giving the startup a large cash prize every year, we can give them an award of value, not just money.

== Project Four: Incentivize ==

=== Tactic 1: Student-led investment fund ===

Starting an investment fund led by students will give students to identify and student startups within the community.  Having an investment fund run by and for students will provide capital for student-led startups and allow access to the mentoring of local entrepreneurs.  This will also expose students to the Portland startup community.  Raising capital while you’re still attending school is very difficult, and has the potential to deter students from pursuing their ventures.  Therefore, a student-led investment fund has the potential to be a valuable program at the University of Portland

== Tactic 2: Increase funding ==

Speak with the office of development and Provost in order to discuss funding options from the community in order to fund the maker-space further and encourage innovation on campus.

'''Project Five: Collaborate'''

=== Tactic 1 ===

"Discuss with the Business and Engineering schools in order to incorporate some basic business classes into the engineering core curriculum so that the students are more well rounded and able to create a venture."

'''Tactic 2'''

Build interdiciplinary programs and curriculum which will give students an opportunity to work with a diverse team to solve problems big and small. 

== '''Project Six: Incorporate''' ==

'''Tactic 1: Career Focused Education'''

"Incorporate internships into schooling so that students are better prepared for the real world after college.

=== Tactic 2: ===

Talk with the office of development about relationship with local companies.

'''Tactic 3:'''

Speak with engineering and business post graduation centers in order to see how students could incorporate these internships or jobs to make it easier for students to get jobs.

== [https://docs.google.com/spreadsheets/d/1NAlAMCdt3fT7BmSL5Yik-6YsDEHbwolJJ-hAmtbQSPQ/edit?usp=sharing 2015 Landscape Canvas] ==

[http://universityinnovation.org/wiki/Kevin_Bastien Fellow Kevin Bastien]

[http://universityinnovation.org/wiki/Taylor_Hendricks Fellow Taylor Hendricks]

[http://universityinnovation.org/wiki/Cole_Preece Fellow Cole Preece]

[http://universityinnovation.org/wiki/Katie_Heitkemper Fellow Katie Heitkemper]

[[Category:Student Priorities|Student_Priorities]]

Resource:How to establish a bridge between a community college and the university

2017-01-07T03:26:18Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Students choose to attend a community college after high school for a variety of reasons.  Some go in order to save money and [[File:Large University.jpg|thumb]] take generic introductory classes. Others attend to ease the transition between high school and college, especially if they were a part of a small graduating class. Regardless of the reason why they first chose community college, most move on to a four year university within two years. Making this transition can be difficult due to the large amount paperwork and the process of verifying that all the credits earned will transfer correctly. The biggest issues transfer students face are that some of the classes they thought would transfer in the end do not and that at larger institutions help is not as readily available as it was at a smaller community college. Our vision is to help ease this transition by creating relationships between community colleges and four year universities.  By creating a bridge between the programs we can ensure that community college students are prepared for the transition and have completed all the necessary prereqs for their intended major. In addition, there would be a class offered at the four year institution that would be designed especially for the transfer students and would help them adapt to studying at a larger institution.  The overall goal is to make the transition easier for both sides and to ensure the student is prepared for the next step.

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

[http://universityinnovation.org/wiki/Aneeka_Patel Aneeka Patel]

[http://universityinnovation.org/wiki/Billington_Tong Billington Tong]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

[http://universityinnovation.org/wiki/Jeanne_Graessle Jeanne Graessle]

[http://universityinnovation.org/wiki/Josh_Cadorette Josh Cadorette]

[http://universityinnovation.org/wiki/Julie_Leonard-Duke Julie Leonard-Duke]

[http://universityinnovation.org/wiki/Luis_Gurmendez Luis Gurmendez]    

[http://universityinnovation.org/wiki/Matias_Menendez Matias Menendez]

Resource:How to establish a bridge between a community college and the university

2017-01-07T03:17:59Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Students choose to attend a community college after high school for a variety of reasons.  Some go in order to save money and [[File:Large University.jpg|thumb]] take generic introductory classes. Others attend to ease the transition between high school and college, especially if they were a part of a small graduating class. Regardless of the reason why they first chose community college, most move on to a four year university within two years. Making this transition can be difficult due to the large amount paperwork and the process of verifying that all the credits earned will transfer correctly. The biggest issues transfer students face are that some of the classes they thought would transfer in the end do not and that at larger institutions help is not as readily available as it was at a smaller community college. Our vision is to help ease this transition by creating relationships between community colleges and four year universities.  By creating a bridge between the programs we can ensure that community college students are prepared for the transition and have completed all the necessary prereqs for their intended major. In addition, there would be a class offered at the four year institution that would be designed especially for the transfer students and would help them adapt to studying at a larger institution.  The overall goal is to make the transition easier for both sides and to ensure the student is prepared for the next step.

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

[http://universityinnovation.org/wiki/Aneeka_Patel Aneeka Patel]

[http://universityinnovation.org/wiki/Billington_Tong Billington Tong]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

[http://universityinnovation.org/wiki/Jeanne_Graessle Jeanne Graessle]

[http://universityinnovation.org/wiki/Josh_Cadorette Josh Cadorette]

[http://universityinnovation.org/wiki/Julie_Leonard-Duke Julie Leonard-Duke]

Irene Hsieh

[http://universityinnovation.org/wiki/Luis_Gurmendez Luis Gurmendez]    

[http://universityinnovation.org/wiki/Matias_Menendez Matias Menendez]

Resource:How to establish a bridge between a community college and the university

2017-01-07T02:53:17Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Students choose to attend a community college after high school for a variety of reasons.  Some go in order to save money and [[File:Large University.jpg|thumb]] take generic introductory classes. Others attend to ease the transition between high school and college, especially if they were a part of a small graduating class. Regardless of the reason why they first chose community college, most move on to a four year university within two years. Making this transition can be difficult due to the large amount paperwork and the process of verifying that all the credits earned will transfer correctly. The biggest issues transfer students face are that some of the classes they thought would transfer in the end do not and that at larger institutions help is not as readily available as it was at a smaller community college. Our vision is to help ease this transition by creating relationships between community colleges and four year universities.  By creating a bridge between the programs we can ensure that community college students are prepared for the transition and have completed all the necessary prereqs for their intended major. In addition, there would be a class offered at the four year institution that would be designed especially for the transfer students and would help them adapt to studying at a larger institution.  The overall goal is to make the transition easier for both sides and to ensure the student is prepared for the next step.

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Aneeka Patel

[http://universityinnovation.org/wiki/Billington_Tong Billington Tong]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

[http://universityinnovation.org/wiki/Jeanne_Graessle Jeanne Graessle]

[http://universityinnovation.org/wiki/Josh_Cadorette Josh Cadorette]

[http://universityinnovation.org/wiki/Julie_Leonard-Duke Julie Leonard-Duke]

Irene Hsieh

[http://universityinnovation.org/wiki/Luis_Gurmendez Luis Gurmendez]    

[http://universityinnovation.org/wiki/Matias_Menendez Matias Menendez]

Resource:How to establish a bridge between a community college and the university

2017-01-07T02:44:38Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Students choose to attend a community college after high school for a variety of reasons.  Some go in order to save money and [[File:Large University.jpg|thumb]] take generic introductory classes. Others attend to ease the transition between high school and college, especially if they were a part of a small graduating class. Regardless of the reason why they first chose community college, most move on to a four year university within two years. Making this transition can be difficult due to the large amount paperwork and the process of verifying that all the credits earned will transfer correctly. The biggest issues transfer students face are that some of the classes they thought would transfer in the end do not and that at larger institutions help is not as readily available as it was at a smaller community college. Our vision is to help ease this transition by creating relationships between community colleges and four year universities.  By creating a bridge between the programs we can ensure that community college students are prepared for the transition and have completed all the necessary prereqs for their intended major. In addition, there would be a class offered at the four year institution that would be designed especially for the transfer students and would help them adapt to studying at a larger institution.  The overall goal is to make the transition easier for both sides and to ensure the student is prepared for the next step.

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Aneeka Patel

[http://universityinnovation.org/wiki/Billington_Tong Billington Tong]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

[http://universityinnovation.org/wiki/Jeanne_Graessle Jeanne Graessle]

[http://universityinnovation.org/wiki/Josh_Cadorette Josh Cadorette]

[http://universityinnovation.org/wiki/User:Julield Julie Leonard-Duke]

Irene Hsieh

[http://universityinnovation.org/wiki/Luis_Gurmendez Luis Gurmendez]    

[http://universityinnovation.org/wiki/Matias_Menendez Matias Menendez]

File:Large University.jpg

2017-01-07T02:44:12Z

Lizzyrowe:

Resource:How to establish a bridge between a community college and the university

2017-01-07T02:43:04Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Students choose to attend a community college after high school for a variety of reasons.  Some go in order to save money and take generic introductory classes. Others attend to ease the transition between high school and college, especially if they were a part of a small graduating class. Regardless of the reason why they first chose community college, most move on to a four year university within two years. Making this transition can be difficult due to the large amount paperwork and the process of verifying that all the credits earned will transfer correctly. The biggest issues transfer students face are that some of the classes they thought would transfer in the end do not and that at larger institutions help is not as readily available as it was at a smaller community college. Our vision is to help ease this transition by creating relationships between community colleges and four year universities.  By creating a bridge between the programs we can ensure that community college students are prepared for the transition and have completed all the necessary prereqs for their intended major. In addition, there would be a class offered at the four year institution that would be designed especially for the transfer students and would help them adapt to studying at a larger institution.  The overall goal is to make the transition easier for both sides and to ensure the student is prepared for the next step.

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Aneeka Patel

[http://universityinnovation.org/wiki/Billington_Tong Billington Tong]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

[http://universityinnovation.org/wiki/Jeanne_Graessle Jeanne Graessle]

[http://universityinnovation.org/wiki/Josh_Cadorette Josh Cadorette]

[http://universityinnovation.org/wiki/User:Julield Julie Leonard-Duke]

Irene Hsieh

[http://universityinnovation.org/wiki/Luis_Gurmendez Luis Gurmendez]    

[http://universityinnovation.org/wiki/Matias_Menendez Matias Menendez]

Resource:How to establish a bridge between a community college and the university

2017-01-07T02:33:17Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Aneeka Patel

[http://universityinnovation.org/wiki/Billington_Tong Billington Tong]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

[http://universityinnovation.org/wiki/Jeanne_Graessle Jeanne Graessle]

[http://universityinnovation.org/wiki/Josh_Cadorette Josh Cadorette]

[http://universityinnovation.org/wiki/User:Julield Julie Leonard-Duke]

Irene Hsieh

[http://universityinnovation.org/wiki/Luis_Gurmendez Luis Gurmendez]    

[http://universityinnovation.org/wiki/Matias_Menendez Matias Menendez]

Fellow:Jeanne Graessle

2017-01-07T02:31:03Z

Lizzyrowe:

Jeanne Graessle is a University Innovation Candidate and a Mechanical Engineering student at Ohio Northern University. [[File:Jeanne Graessle.jpg|thumb]]

File:Jeanne Graessle.jpg

2017-01-07T02:30:44Z

Lizzyrowe:

Fellow:Jeanne Graessle

2017-01-07T02:30:26Z

Lizzyrowe: Created page with "Jeanne Graessle is a University Innovation Candidate and a Mechanical Engineering student at Ohio Northern University. "

Jeanne Graessle is a University Innovation Candidate and a Mechanical Engineering student at Ohio Northern University. 

Resource:How to establish a bridge between a community college and the university

2017-01-07T02:26:32Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Aneeka Patel

[http://universityinnovation.org/wiki/Billington_Tong Billington Tong]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

Jeanne Graessle

[http://universityinnovation.org/wiki/Josh_Cadorette Josh Cadorette]

[http://universityinnovation.org/wiki/User:Julield Julie Leonard-Duke]

Irene Hsieh

[http://universityinnovation.org/wiki/Luis_Gurmendez Luis Gurmendez]    

[http://universityinnovation.org/wiki/Matias_Menendez Matias Menendez]

Fellow:Elizabeth Rowe

2017-01-07T02:12:59Z

Lizzyrowe:

Fellow:Elizabeth Rowe

2017-01-07T02:12:44Z

Lizzyrowe:

Resource:How to establish a bridge between a community college and the university

2017-01-07T02:06:19Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Aneeka Patel

[http://universityinnovation.org/wiki/Billington_Tong Billington Tong]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

Jeanne Graessle

[http://universityinnovation.org/wiki/Josh_Cadorette Josh Cadorette]

Julie Leonard-Duke

Irene Hsieh

[http://universityinnovation.org/wiki/Luis_Gurmendez Luis Gurmendez]    

[http://universityinnovation.org/wiki/Matias_Menendez Matias Menendez]

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:44:54Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

[http://universityinnovation.org/wiki/Billington_Tong Billington Tong]

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe]

[http://universityinnovation.org/wiki/Josh_Cadorette Josh Cadorette]

[http://universityinnovation.org/wiki/Luis_Gurmendez Luis Gurmendez]    

[http://universityinnovation.org/wiki/Matias_Menendez Matias Menendez]

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:40:01Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

[http://universityinnovation.org/wiki/Elizabeth_Rowe Elizabeth Rowe ]

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:38:40Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb|Money.jpg]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.



In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:38:25Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, [[File:Money.jpg|thumb]]and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.

In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

File:Money.jpg

2017-01-07T01:38:03Z

Lizzyrowe:

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:36:25Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb|4 out of 5.jpg]]
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.

In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:36:14Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree. [[File:4 out of 5.jpg|thumb]]
 The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.

In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

File:4 out of 5.jpg

2017-01-07T01:35:45Z

Lizzyrowe:

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:34:43Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree.

The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.

In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:33:56Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree.


The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.

In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:32:38Z

Lizzyrowe:

== Introduction ==
Each year around 10 million undergraduate students attend Community Colleges across the nation. Studies show that almost 4 out of 5 students are planning to go to a 4-year  institution but less than 1 of those 4 people actually acquire a 4 year degree.
The biggest explanations for this issue are the barriers students find when they try jump from one to the other. Social, economical, studying requirements just to name a few. This kind of initiatives have found innovative ways to shorten that gap fostering integration meetups, combined projects, mentoring.

The numbers shown before express the enormous potential this projects have. Empowering this students transition is for sure an amazing way to boost our change agent forces adding players to our team.

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.

In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:31:55Z

Lizzyrowe:

== Introduction ==

== Why Community College? ==

Community Colleges are attractive options to students for three reasons, ease of access to advisors, ease of financial burden, and consequently an increased ability to change majors. Public four year institutions in the United States mostly have large student to faculty ratios. This makes meeting with professors, advisors, and other faculty to develop a strong relationship with a potential mentor quite hard. It is quite easy for students to feel like small fish in a big ocean with no sense of direction. Community colleges offer smaller class sizes and allow students to develop a more personal relationship with their professors, advisors, or other mentors.

In addition to the benefit of personal relationships with mentors, community college is also much more affordable than 4-year institutions. This allows students to explore more areas of interest. Students will be more willing to pursue their curiosities if they do not feel pressured by a financial burden not to do so. This, paired with easier access to mentors, allows students to gather a stronger understanding of what their passions and goals will be when they transfer to a 4-year institution and beyond.
<div> </div>

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:30:17Z

Lizzyrowe:

== Introduction ==

== Why Community College? ==

Sample text

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb|Support.jpg]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.



Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:30:04Z

Lizzyrowe:

== Introduction ==

== Why Community College? ==

Sample text

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. [[File:Support.jpg|thumb]]These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.

Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.

Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==

File:Support.jpg

2017-01-07T01:29:43Z

Lizzyrowe:

Resource:How to establish a bridge between a community college and the university

2017-01-07T01:29:22Z

Lizzyrowe:

== Introduction ==

== Why Community College? ==

Sample text

== Need and Goal  ==

Sample text

== How to Establish the Connection - Academic Permission ==

In order to establish the connection between a four year university and its local community college one should contact the [[File:Community-college.jpg|thumb]]community college on behalf of the university via email. When the community college has expressed interest in making a connection, one should then contact the head of communications of the university or another high ranked individual such as at the Dean of the School and set up a meeting. This meeting between the authority figures of each college and yourself will discuss the foundation of the connection between the schools. You should discuss why the connection is important, how to make resources available to students and future programs that can be implemented to smooth the transition into the university. Once the connection is made you should agree upon follow up meetings yearly to keep improving the connection between the two schools.

== Support ==

In a project such as this, support from various sources within both the university as well as the community college is essential. These sources include all of the leaders and advisors within both institutions, as well as students. It is important to make an immediate connection to the faculty of both institutions, starting at the university. Find a leader at the university who can help you establish an initial relationship with the community college.

Additional support can come from the student body. This is where a lot of the stigma against community college comes from. If it’s possible to change the viewpoints of the students, it will be easier to reach out to the rest of the community.



Furthermore, this initiative needs the support of the local community. Many people do not realize what a community college is or does. This creates a major problem: community colleges tend to have a stigma attached to them. Many members of the community, including other students, view two-year colleges as inferior. Gaining the support of the student body would help in eliminating this stigma and improving relations between community colleges and universities, as well as help in gaining the support of the local communities.
<div> </div>

== Lessons Learned and Tips for Others ==

Start Locally! The closer the schools the easier the communication will be. Aim high but be realistic and know where to start. It’s[[File:Local.png|thumb]] great that you want to have the entire college to collaborate with one another but, simply start with one school in the college. For example, the engineering school or business school first, then you’ll be able to expand. Before conducting any meetings, prepare, prepare, prepare. Have a list of benefits for both sides, respectively, available include topics such as mutual recruitment. Have some incentives such as sharing school resources, details on which resources. Databases, libraries, facilities, etc. Communication is a major Key. Talk to the faculties, discuss with the professors at both colleges, what classes are able to transfer, which topics need to be covered. It will could lead to the change of multiple course structures but in the end will benefit the students. Students transferring will have less of a confusion dealing with credit transfers. Create a list of courses and credits that could transfer and associate them between college and universities. This will allow transfer students to take upper level classes without spending extra time retaking pre-requisites for the class.

There are many benefits that comes from transferring. It allows an ease of transitions from location, community, and financially for the individual. However, in some cases there are “stigmas” that are associated to Community college transfer. We felt that the best way to break theses issue is by communicating, display positivity, and don't feed the issue. Talk to your professors, take advantage of being able to form a closer relationship between professors and advisors while in the community college and have them reach out to professors at the universities. Get involved with the community, you’ll learn more about it, get accustomed and build a positive reputation.

== Student Contributors  ==