University Innovation Fellows - User contributions [en]

Priorities:Universidad Tecnológica del Uruguay (UTEC) Student Priorities

2017-02-26T21:51:24Z

Mathias Rosas:

== UTEC ==

UTEC's vision is to teach through the challenges provided by the economic, social and institutional environment, thus innovating and improving constantly the university itself and the community that surrounds it. Building new bridges between the industry sector, the community and the university.

{{#Widget:Youtube|id=Nub5JWntcJU}} (soon)

== Strategy #1: UNITY ==

1-Creating spaces and bridges between all the careers of the university.

2-Developing unity through diversity.

3-Helping new students to adapt to the university life.

4-Learning new perspectives.

== Strategy #2: FAB LAB ==

1-Innovation and entrepreneurship space.

2-Promoting I&E.

3-Developing creativity and teamwork.

4-Solving problems for the local industry and the community.

== Strategy #3: SEED ==

1-Giving funds to the best ideas from the FAB LAB, and helping the students through the creation of their own company or selling their idea to a company.

2-Improving the national industry and the community.

== Strategy #4: DESIGN THINKING ==

1-Developing design thinking workshops inside and outside the university.

2-Approaching industrial, education and social problems in order to improve the community.

== Related Links ==

Spring 2017:

[http://universityinnovation.org/wiki/Mathias_Rosas Mathias Rosas ]

[[Category:Student Priorities|Student_Priorities]]

Priorities:Universidad Tecnológica del Uruguay (UTEC) Student Priorities

2017-02-26T21:48:37Z

Mathias Rosas:

== UTEC ==

UTEC's vision is to teach through the challenges provided by the economic, social and institutional environment, thus innovating and improving constantly the university itself and the community that surrounds it. Building new bridges between the industry sector, the community and the university.

{{#Widget:Youtube|id=Nub5JWntcJU}} (soon)

== Strategy #1: UNITY ==

1-Creating spaces and bridges between all the careers of the university.

2-Developing unity through diversity.

3-Helping new students to adapt to the university life.

4-Learning new perspectives.

== Strategy #2: FAB LAB ==

1-Innovation and entrepreneurship space.

2-Promoting I&E.

3-Developing creativity and teamwork.

== Strategy #3: SEED ==

1-Giving funds to the best ideas from the FAB LAB, and helping the students through the creation of their own company.

2-Improving the national industry and the community.

== Strategy #4: DESIGN THINKING ==

1-Developing design thinking workshops inside and outside the university.

2-Approaching industrial, education and social problems in order to improve the community.

== Related Links ==

Spring 2017:

[http://universityinnovation.org/wiki/Mathias_Rosas Mathias Rosas ]

[[Category:Student Priorities|Student_Priorities]]

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T22:01:47Z

Mathias Rosas:

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T21:51:57Z

Mathias Rosas:

File:Laboratorio-de-utec-en-colonia-la-paz1.jpg

2017-02-18T21:51:26Z

Mathias Rosas:

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T21:45:25Z

Mathias Rosas:

File:Utec HECTOR FABIÁN BUSCIO.jpg

2017-02-18T21:44:59Z

Mathias Rosas: Mathias Rosas uploaded a new version of "File:Utec HECTOR FABIÁN BUSCIO.jpg"

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T21:36:00Z

Mathias Rosas:

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T21:35:34Z

Mathias Rosas:

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T21:34:00Z

Mathias Rosas:

NOTE: Always use WikiTextEditor (versus the RichTextEditor). It's A LOT easier for you and for us to edit your page.

= Overview =
UTEC is the Technological University of Uruguay, is the Uruguayan public university of higher technological education, recognized nationally and internationally for its commitment to the continuous improvement of quality, equal opportunities, and the innovative capacity of its educational and applied research offering, with people with a profile in innovation and entrepreneurship. Also making an economic development at the local, national and international level, through collaborations with national and international institutions from the scientific world, from companies from the public and the private sector and the community.Currently, UTEC has three Institutes throughout the country, bringing higher education to the rural areas, thus making equalizing the opportunities of the countryside and the capital, place where have been residing all the universities of the country until now.
[[File:Utec-1421416497334.jpg|border|Utec-1421416497334.jpg]]

= Promoting student innovation and entrepreneurship =

At UTEC, there can be found many workshops focused on innovation and entrepreneurship, as well as undergraduate courses that are focused in science and engineering, the teachers encourage their students to innovate and to have an entrepreneurial perspective when doing the projects.

The principal event of innovation and entrepreneurship is the Innovation Week, that has place in the month of October and gathers companies from public and private sector joining forces alongside local high schools and their students, as well as other higher education institutions and universities, and the special collaboration of the Finnish university JAMK, working all together in order to know new ways of innovation, bring a wide spectrum of careers together to make a project and how far can they go together, instead of each career doing the task separately. And also, this projects have a great impact in the community.

[[File:Folleto.png|border]]

= Actively supporting the university technology transfer function =

''University Technology Transfer Offices (TTO) and Technology Licensing Offices (TLO) have traditionally been the hubs within universities where innovators and outside business leaders engage to commercialize inventions. The recent burst of entrepreneurship on campuses has greatly expanded the role of the TTOs and TLOs. Instead of merely focusing on the commercialization of individual technologies, these offices now act as a central point where students, faculty, alumni, entrepreneurs, investors, and industry can connect with each other. These offices are now focused on identifying and supporting entrepreneurship on campus, helping startups find the best opportunities and building successful business models, changing the culture of their universities, and creating companies that will be based in the communities around the university. TTOs and TLOs have also expanded support beyond their traditional areas, such as energy and life sciences, into education, social innovation, and agriculture.''

Your research about IP policies in "Pursue" in the Landscape Canvas will give you a view into the resources your technology transfer office provides. Include this overview in "Actively supporting the university technology transfer function". If your school doesn't have a technology transfer office, you can skip this section.

= Facilitating university-industry collaboration =

''Businesses and industry benefit greatly from university research and innovation. Universities are constantly looking for ways to connect their research and students’ education to emerging industry interests. In recent years, universities have put greater emphasis on supporting startup companies, while continuing to engage established companies that have traditionally been their licensing partners. To facilitate greater collaboration and innovation, universities are opening up their facilities, faculty, and students to businesses (small and large) in the hopes of creating greater economic value. Universities are strategically partnering with companies, offering internships and externships, sharing facilities with startups, such as accelerators, and creating venture funds and incentive programs funded by industry, all of which drive increased innovation and product development by university students, faculty, and staff.''

The "Spin Out" section of your Landscape Canvas relates to research centers, industrial parks and industry/mentor networks and will give you a sense of whether the University is "Facilitating University-Industry Collaboration."

= Engaging with regional and local economic development efforts =

''Historically, local economic development has been an important mission of the nation’s large universities. Many of America’s leading universities, particularly land-grant universities, have always felt a strong responsibility for the betterment of their surrounding communities. These days, universities are increasingly focusing on innovation and entrepreneurship as key contributors to the growth and success of local communities. Universities are requesting the federal government to include commercialization and innovation-driven economic development in their grant programs. In addition, regional economic development planning now often starts with an assessment of a local university’s research strengths. In turn, universities are seeking partners to supplement their strengths and overcome their weaknesses through partnerships with community colleges, non-profit economic development agencies, governments, and entrepreneurship groups. Some universities, such as Tulane University, are asking their students and faculty to contribute to local community development through service and projects. Others, such as North Carolina State University, are building innovation-driven campuses that help surrounding cities and communities prosper.''

The "Spin Out" section of your Landscape Canvas also reveals the extent to which the University is engaging with regional and local economic development efforts. Many campuses also have an economic development office and staff whose responsibility it is to leverage the University's research and development for positive local economic benefit.

= Related Links =

Hyperlink the following:

[Your campus name] Strategic Priorities

and

Hyperlink the name of every UIF who has ever gone through the program and point people to their wiki bio. List them in reverse chronological order. Use headings to separate cohorts like this "Fall 2017:'. Here's an example:

Spring 2016: [[Ann Delaney]]

When you are done, add the tag that is at the bottom of every campus overview page so that it is listed in the [http://universityinnovation.org/wiki/Category:Universities Universities] category.

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T21:25:18Z

Mathias Rosas:

NOTE: Always use WikiTextEditor (versus the RichTextEditor). It's A LOT easier for you and for us to edit your page.

= Overview =
UTEC is the Technological University of Uruguay, is the Uruguayan public university of higher technological education, recognized nationally and internationally for its commitment to the continuous improvement of quality, equal opportunities, and the innovative capacity of its educational and applied research offering, with people with a profile in innovation and entrepreneurship. Also making an economic development at the local, national and international level, through collaborations with national and international institutions from the scientific world, from companies from the public and the private sector and the community.Currently, UTEC has three Institutes throughout the country, bringing higher education to the rural areas, thus making equalizing the opportunities of the countryside and the capital, place where have been residing all the universities of the country until now.
[[File:Utec-1421416497334.jpg|border|Utec-1421416497334.jpg]]

= Encouraging faculty innovation and entrepreneurship =

''Faculty and doctoral graduate students conduct the research powering many of the innovations that spawn high-growth startups. However, even at our nation’s most entrepreneurial universities, many faculty and graduate students do not always consider the market and societal relevance of their research. To address this issue, universities are putting in place a series of policy changes to encourage more faculty entrepreneurship, which in turn will complement the student entrepreneurship. These changes include greater recognition of faculty entrepreneurs, integrating entrepreneurship into the faculty tenure and selection process, and increasing faculty connections to outside partners - through externships, engagement with business, and targeted resources for startup creation. Finally, universities are actively working with federal agencies to address some of the regulatory challenges around faculty entrepreneurship, in particular, those related to conflict of interest and national security issues.''

While it doesn't seem as though it directly impacts you, the extent to which faculty are encouraged to innovate and pursue entrepreneurial pathways really does help determine the extent to which they will encourage students to explore their innovative and entrepreneurial potential. Encouragement at the faculty level is one of the things that differentiates more developed I&E ecosystems. Under the "Encouraging faculty innovation and entrepreneurship" category, please provide a succinct view of whether faculty are supported to be entrepreneurial or commercialize their research.

= Actively supporting the university technology transfer function =

''University Technology Transfer Offices (TTO) and Technology Licensing Offices (TLO) have traditionally been the hubs within universities where innovators and outside business leaders engage to commercialize inventions. The recent burst of entrepreneurship on campuses has greatly expanded the role of the TTOs and TLOs. Instead of merely focusing on the commercialization of individual technologies, these offices now act as a central point where students, faculty, alumni, entrepreneurs, investors, and industry can connect with each other. These offices are now focused on identifying and supporting entrepreneurship on campus, helping startups find the best opportunities and building successful business models, changing the culture of their universities, and creating companies that will be based in the communities around the university. TTOs and TLOs have also expanded support beyond their traditional areas, such as energy and life sciences, into education, social innovation, and agriculture.''

Your research about IP policies in "Pursue" in the Landscape Canvas will give you a view into the resources your technology transfer office provides. Include this overview in "Actively supporting the university technology transfer function". If your school doesn't have a technology transfer office, you can skip this section.

= Facilitating university-industry collaboration =

''Businesses and industry benefit greatly from university research and innovation. Universities are constantly looking for ways to connect their research and students’ education to emerging industry interests. In recent years, universities have put greater emphasis on supporting startup companies, while continuing to engage established companies that have traditionally been their licensing partners. To facilitate greater collaboration and innovation, universities are opening up their facilities, faculty, and students to businesses (small and large) in the hopes of creating greater economic value. Universities are strategically partnering with companies, offering internships and externships, sharing facilities with startups, such as accelerators, and creating venture funds and incentive programs funded by industry, all of which drive increased innovation and product development by university students, faculty, and staff.''

The "Spin Out" section of your Landscape Canvas relates to research centers, industrial parks and industry/mentor networks and will give you a sense of whether the University is "Facilitating University-Industry Collaboration."

= Engaging with regional and local economic development efforts =

''Historically, local economic development has been an important mission of the nation’s large universities. Many of America’s leading universities, particularly land-grant universities, have always felt a strong responsibility for the betterment of their surrounding communities. These days, universities are increasingly focusing on innovation and entrepreneurship as key contributors to the growth and success of local communities. Universities are requesting the federal government to include commercialization and innovation-driven economic development in their grant programs. In addition, regional economic development planning now often starts with an assessment of a local university’s research strengths. In turn, universities are seeking partners to supplement their strengths and overcome their weaknesses through partnerships with community colleges, non-profit economic development agencies, governments, and entrepreneurship groups. Some universities, such as Tulane University, are asking their students and faculty to contribute to local community development through service and projects. Others, such as North Carolina State University, are building innovation-driven campuses that help surrounding cities and communities prosper.''

The "Spin Out" section of your Landscape Canvas also reveals the extent to which the University is engaging with regional and local economic development efforts. Many campuses also have an economic development office and staff whose responsibility it is to leverage the University's research and development for positive local economic benefit.

= Related Links =

Hyperlink the following:

[Your campus name] Strategic Priorities

and

Hyperlink the name of every UIF who has ever gone through the program and point people to their wiki bio. List them in reverse chronological order. Use headings to separate cohorts like this "Fall 2017:'. Here's an example:

Spring 2016: [[Ann Delaney]]

When you are done, add the tag that is at the bottom of every campus overview page so that it is listed in the [http://universityinnovation.org/wiki/Category:Universities Universities] category.

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T21:18:34Z

Mathias Rosas:

NOTE: Always use WikiTextEditor (versus the RichTextEditor). It's A LOT easier for you and for us to edit your page.

= Overview =
UTEC is the Technological University of Uruguay, is the Uruguayan public university of higher technological education, recognized nationally and internationally for its commitment to the continuous improvement of quality, equal opportunities, and the innovative capacity of its educational and applied research offering, with people with a profile in innovation and entrepreneurship. Also making an economic development at the local, national and international level, through collaborations with national and international institutions from the scientific world, from companies from the public and the private sector and the community.Currently, UTEC has three Institutes throughout the country, bringing higher education to the rural areas, thus making equalizing the opportunities of the countryside and the capital, place where have been residing all the universities of the country until now.
[[File:Utec-1421416497334.jpg|border]]

<parsererror>Error de lectura XML: mal formado Ubicación: http://universityinnovation.org/index.php?title=Universidad_Tecnol%C3%B3gica_del_Uruguay_(UTEC)&action=edit&section=2 Número de línea 1, columna 149:<sourcetext><body xmlns:x="http://excel"><h1>Promoting student innovation and entrepreneurship </h1>At UTEC, there can be found many workshops focused on� innovation and entrepreneurship, as well as in undergraduate courses, especially in science classes, the teachers encourage the students to innovate and have a more entrepreneurial view of the projects.But, the principal promotion of innovation and entrepreneurship happens in October, in the Innovation Week:<img _fck_mw_type="border" class="fck_mw_border fck_mw_right" _cke_saved_src="Folleto.png" _fck_mw_filename="Folleto.png" src="/images/2/28/Folleto.png"/>In this event, many companies from the public and private sector join forces alongside the international Finnish university JAMK and other higher education institutions from Uruguay and local high schools in order to promote innovation within its students and creating an impact in the community as well.</body> ----------------------------------------------------------------------------------------------------------------------------------------------------^</sourcetext></parsererror>

= Encouraging faculty innovation and entrepreneurship =

''Faculty and doctoral graduate students conduct the research powering many of the innovations that spawn high-growth startups. However, even at our nation’s most entrepreneurial universities, many faculty and graduate students do not always consider the market and societal relevance of their research. To address this issue, universities are putting in place a series of policy changes to encourage more faculty entrepreneurship, which in turn will complement the student entrepreneurship. These changes include greater recognition of faculty entrepreneurs, integrating entrepreneurship into the faculty tenure and selection process, and increasing faculty connections to outside partners - through externships, engagement with business, and targeted resources for startup creation. Finally, universities are actively working with federal agencies to address some of the regulatory challenges around faculty entrepreneurship, in particular, those related to conflict of interest and national security issues.''

While it doesn't seem as though it directly impacts you, the extent to which faculty are encouraged to innovate and pursue entrepreneurial pathways really does help determine the extent to which they will encourage students to explore their innovative and entrepreneurial potential. Encouragement at the faculty level is one of the things that differentiates more developed I&E ecosystems. Under the "Encouraging faculty innovation and entrepreneurship" category, please provide a succinct view of whether faculty are supported to be entrepreneurial or commercialize their research.

= Actively supporting the university technology transfer function =

''University Technology Transfer Offices (TTO) and Technology Licensing Offices (TLO) have traditionally been the hubs within universities where innovators and outside business leaders engage to commercialize inventions. The recent burst of entrepreneurship on campuses has greatly expanded the role of the TTOs and TLOs. Instead of merely focusing on the commercialization of individual technologies, these offices now act as a central point where students, faculty, alumni, entrepreneurs, investors, and industry can connect with each other. These offices are now focused on identifying and supporting entrepreneurship on campus, helping startups find the best opportunities and building successful business models, changing the culture of their universities, and creating companies that will be based in the communities around the university. TTOs and TLOs have also expanded support beyond their traditional areas, such as energy and life sciences, into education, social innovation, and agriculture.''

Your research about IP policies in "Pursue" in the Landscape Canvas will give you a view into the resources your technology transfer office provides. Include this overview in "Actively supporting the university technology transfer function". If your school doesn't have a technology transfer office, you can skip this section.

= Facilitating university-industry collaboration =

''Businesses and industry benefit greatly from university research and innovation. Universities are constantly looking for ways to connect their research and students’ education to emerging industry interests. In recent years, universities have put greater emphasis on supporting startup companies, while continuing to engage established companies that have traditionally been their licensing partners. To facilitate greater collaboration and innovation, universities are opening up their facilities, faculty, and students to businesses (small and large) in the hopes of creating greater economic value. Universities are strategically partnering with companies, offering internships and externships, sharing facilities with startups, such as accelerators, and creating venture funds and incentive programs funded by industry, all of which drive increased innovation and product development by university students, faculty, and staff.''

The "Spin Out" section of your Landscape Canvas relates to research centers, industrial parks and industry/mentor networks and will give you a sense of whether the University is "Facilitating University-Industry Collaboration."

= Engaging with regional and local economic development efforts =

''Historically, local economic development has been an important mission of the nation’s large universities. Many of America’s leading universities, particularly land-grant universities, have always felt a strong responsibility for the betterment of their surrounding communities. These days, universities are increasingly focusing on innovation and entrepreneurship as key contributors to the growth and success of local communities. Universities are requesting the federal government to include commercialization and innovation-driven economic development in their grant programs. In addition, regional economic development planning now often starts with an assessment of a local university’s research strengths. In turn, universities are seeking partners to supplement their strengths and overcome their weaknesses through partnerships with community colleges, non-profit economic development agencies, governments, and entrepreneurship groups. Some universities, such as Tulane University, are asking their students and faculty to contribute to local community development through service and projects. Others, such as North Carolina State University, are building innovation-driven campuses that help surrounding cities and communities prosper.''

The "Spin Out" section of your Landscape Canvas also reveals the extent to which the University is engaging with regional and local economic development efforts. Many campuses also have an economic development office and staff whose responsibility it is to leverage the University's research and development for positive local economic benefit.

= Related Links =

Hyperlink the following:

[Your campus name] Strategic Priorities

and

Hyperlink the name of every UIF who has ever gone through the program and point people to their wiki bio. List them in reverse chronological order. Use headings to separate cohorts like this "Fall 2017:'. Here's an example:

Spring 2016: [[Ann Delaney]]

When you are done, add the tag that is at the bottom of every campus overview page so that it is listed in the [http://universityinnovation.org/wiki/Category:Universities Universities] category.

File:Folleto.png

2017-02-18T21:13:12Z

Mathias Rosas:

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T20:22:16Z

Mathias Rosas:

NOTE: Always use WikiTextEditor (versus the RichTextEditor). It's A LOT easier for you and for us to edit your page.

= Overview =
UTEC is the Technological University of Uruguay, is the Uruguayan public university of higher technological education, recognized nationally and internationally for its commitment to the continuous improvement of quality, equal opportunities, and the innovative capacity of its educational and applied research offering, with people with a profile in innovation and entrepreneurship. Also making an economic development at the local, national and international level, through collaborations with national and international institutions from the scientific world, from companies from the public and the private sector and the community.Currently, UTEC has three Institutes throughout the country, bringing higher education to the rural areas, thus making equalizing the opportunities of the countryside and the capital, place where have been residing all the universities of the country until now.
[[File:Utec-1421416497334.jpg|border]]

= Promoting student innovation and entrepreneurship =

''Colleges and universities are investing heavily in the development of their students’ entrepreneurial skills. While many students dream of starting the next Facebook® or Twitter® (both of which were started by students), universities are more focused on the pedagogical value of entrepreneurship as a set of skills that can be applied across professional environments and activities to supplement the students’ classroom experience. Universities are investing both in formal programs as well as in extra-curricular activities to channel students’ interest in solving global problems through entrepreneurship. Examples of formal programs include degrees and certificates in entrepreneurship, while examples of extra-curricular activities include business plan contests, entrepreneurship clubs, and startup internships. Many universities are even experimenting with on-campus accelerators, entrepreneurial dorms, and student venture funds. At the very least, these activities provide critical organizational skills to students, and at the very best, may create the next great university spinoff.''

The research you conducted for your Landscape Canvas corresponds to the 5 parameters. Your research will be most robust in this section (Discover, Learn and Experiment), related to "Promoting student innovation and entrepreneurship."

= Encouraging faculty innovation and entrepreneurship =

''Faculty and doctoral graduate students conduct the research powering many of the innovations that spawn high-growth startups. However, even at our nation’s most entrepreneurial universities, many faculty and graduate students do not always consider the market and societal relevance of their research. To address this issue, universities are putting in place a series of policy changes to encourage more faculty entrepreneurship, which in turn will complement the student entrepreneurship. These changes include greater recognition of faculty entrepreneurs, integrating entrepreneurship into the faculty tenure and selection process, and increasing faculty connections to outside partners - through externships, engagement with business, and targeted resources for startup creation. Finally, universities are actively working with federal agencies to address some of the regulatory challenges around faculty entrepreneurship, in particular, those related to conflict of interest and national security issues.''

While it doesn't seem as though it directly impacts you, the extent to which faculty are encouraged to innovate and pursue entrepreneurial pathways really does help determine the extent to which they will encourage students to explore their innovative and entrepreneurial potential. Encouragement at the faculty level is one of the things that differentiates more developed I&E ecosystems. Under the "Encouraging faculty innovation and entrepreneurship" category, please provide a succinct view of whether faculty are supported to be entrepreneurial or commercialize their research.

= Actively supporting the university technology transfer function =

''University Technology Transfer Offices (TTO) and Technology Licensing Offices (TLO) have traditionally been the hubs within universities where innovators and outside business leaders engage to commercialize inventions. The recent burst of entrepreneurship on campuses has greatly expanded the role of the TTOs and TLOs. Instead of merely focusing on the commercialization of individual technologies, these offices now act as a central point where students, faculty, alumni, entrepreneurs, investors, and industry can connect with each other. These offices are now focused on identifying and supporting entrepreneurship on campus, helping startups find the best opportunities and building successful business models, changing the culture of their universities, and creating companies that will be based in the communities around the university. TTOs and TLOs have also expanded support beyond their traditional areas, such as energy and life sciences, into education, social innovation, and agriculture.''

Your research about IP policies in "Pursue" in the Landscape Canvas will give you a view into the resources your technology transfer office provides. Include this overview in "Actively supporting the university technology transfer function". If your school doesn't have a technology transfer office, you can skip this section.

= Facilitating university-industry collaboration =

''Businesses and industry benefit greatly from university research and innovation. Universities are constantly looking for ways to connect their research and students’ education to emerging industry interests. In recent years, universities have put greater emphasis on supporting startup companies, while continuing to engage established companies that have traditionally been their licensing partners. To facilitate greater collaboration and innovation, universities are opening up their facilities, faculty, and students to businesses (small and large) in the hopes of creating greater economic value. Universities are strategically partnering with companies, offering internships and externships, sharing facilities with startups, such as accelerators, and creating venture funds and incentive programs funded by industry, all of which drive increased innovation and product development by university students, faculty, and staff.''

The "Spin Out" section of your Landscape Canvas relates to research centers, industrial parks and industry/mentor networks and will give you a sense of whether the University is "Facilitating University-Industry Collaboration."

= Engaging with regional and local economic development efforts =

''Historically, local economic development has been an important mission of the nation’s large universities. Many of America’s leading universities, particularly land-grant universities, have always felt a strong responsibility for the betterment of their surrounding communities. These days, universities are increasingly focusing on innovation and entrepreneurship as key contributors to the growth and success of local communities. Universities are requesting the federal government to include commercialization and innovation-driven economic development in their grant programs. In addition, regional economic development planning now often starts with an assessment of a local university’s research strengths. In turn, universities are seeking partners to supplement their strengths and overcome their weaknesses through partnerships with community colleges, non-profit economic development agencies, governments, and entrepreneurship groups. Some universities, such as Tulane University, are asking their students and faculty to contribute to local community development through service and projects. Others, such as North Carolina State University, are building innovation-driven campuses that help surrounding cities and communities prosper.''

The "Spin Out" section of your Landscape Canvas also reveals the extent to which the University is engaging with regional and local economic development efforts. Many campuses also have an economic development office and staff whose responsibility it is to leverage the University's research and development for positive local economic benefit.

= Related Links =

Hyperlink the following:

[Your campus name] Strategic Priorities

and

Hyperlink the name of every UIF who has ever gone through the program and point people to their wiki bio. List them in reverse chronological order. Use headings to separate cohorts like this "Fall 2017:'. Here's an example:

Spring 2016: [[Ann Delaney]]

When you are done, add the tag that is at the bottom of every campus overview page so that it is listed in the [http://universityinnovation.org/wiki/Category:Universities Universities] category.

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T20:21:33Z

Mathias Rosas:

NOTE: Always use WikiTextEditor (versus the RichTextEditor). It's A LOT easier for you and for us to edit your page.

= Overview =
UTEC is the Technological University of Uruguay, is the Uruguayan public university of higher technological education, recognized nationally and internationally for its commitment to the continuous improvement of quality, equal opportunities, and the innovative capacity of its educational and applied research offering, with people with a profile in innovation and entrepreneurship. Also making an economic development at the local, national and international level, through collaborations with national and international institutions from the scientific world, from companies from the public and the private sector and the community.Currently, UTEC has three Institutes throughout the country, bringing higher education to the rural areas, thus making equalizing the opportunities of the countryside and the capital, place where have been residing all the universities of the country until now.
[[File:Maxresdefault.jpg|thumb]]

= Promoting student innovation and entrepreneurship =

''Colleges and universities are investing heavily in the development of their students’ entrepreneurial skills. While many students dream of starting the next Facebook® or Twitter® (both of which were started by students), universities are more focused on the pedagogical value of entrepreneurship as a set of skills that can be applied across professional environments and activities to supplement the students’ classroom experience. Universities are investing both in formal programs as well as in extra-curricular activities to channel students’ interest in solving global problems through entrepreneurship. Examples of formal programs include degrees and certificates in entrepreneurship, while examples of extra-curricular activities include business plan contests, entrepreneurship clubs, and startup internships. Many universities are even experimenting with on-campus accelerators, entrepreneurial dorms, and student venture funds. At the very least, these activities provide critical organizational skills to students, and at the very best, may create the next great university spinoff.''

The research you conducted for your Landscape Canvas corresponds to the 5 parameters. Your research will be most robust in this section (Discover, Learn and Experiment), related to "Promoting student innovation and entrepreneurship."

= Encouraging faculty innovation and entrepreneurship =

''Faculty and doctoral graduate students conduct the research powering many of the innovations that spawn high-growth startups. However, even at our nation’s most entrepreneurial universities, many faculty and graduate students do not always consider the market and societal relevance of their research. To address this issue, universities are putting in place a series of policy changes to encourage more faculty entrepreneurship, which in turn will complement the student entrepreneurship. These changes include greater recognition of faculty entrepreneurs, integrating entrepreneurship into the faculty tenure and selection process, and increasing faculty connections to outside partners - through externships, engagement with business, and targeted resources for startup creation. Finally, universities are actively working with federal agencies to address some of the regulatory challenges around faculty entrepreneurship, in particular, those related to conflict of interest and national security issues.''

While it doesn't seem as though it directly impacts you, the extent to which faculty are encouraged to innovate and pursue entrepreneurial pathways really does help determine the extent to which they will encourage students to explore their innovative and entrepreneurial potential. Encouragement at the faculty level is one of the things that differentiates more developed I&E ecosystems. Under the "Encouraging faculty innovation and entrepreneurship" category, please provide a succinct view of whether faculty are supported to be entrepreneurial or commercialize their research.

= Actively supporting the university technology transfer function =

''University Technology Transfer Offices (TTO) and Technology Licensing Offices (TLO) have traditionally been the hubs within universities where innovators and outside business leaders engage to commercialize inventions. The recent burst of entrepreneurship on campuses has greatly expanded the role of the TTOs and TLOs. Instead of merely focusing on the commercialization of individual technologies, these offices now act as a central point where students, faculty, alumni, entrepreneurs, investors, and industry can connect with each other. These offices are now focused on identifying and supporting entrepreneurship on campus, helping startups find the best opportunities and building successful business models, changing the culture of their universities, and creating companies that will be based in the communities around the university. TTOs and TLOs have also expanded support beyond their traditional areas, such as energy and life sciences, into education, social innovation, and agriculture.''

Your research about IP policies in "Pursue" in the Landscape Canvas will give you a view into the resources your technology transfer office provides. Include this overview in "Actively supporting the university technology transfer function". If your school doesn't have a technology transfer office, you can skip this section.

= Facilitating university-industry collaboration =

''Businesses and industry benefit greatly from university research and innovation. Universities are constantly looking for ways to connect their research and students’ education to emerging industry interests. In recent years, universities have put greater emphasis on supporting startup companies, while continuing to engage established companies that have traditionally been their licensing partners. To facilitate greater collaboration and innovation, universities are opening up their facilities, faculty, and students to businesses (small and large) in the hopes of creating greater economic value. Universities are strategically partnering with companies, offering internships and externships, sharing facilities with startups, such as accelerators, and creating venture funds and incentive programs funded by industry, all of which drive increased innovation and product development by university students, faculty, and staff.''

The "Spin Out" section of your Landscape Canvas relates to research centers, industrial parks and industry/mentor networks and will give you a sense of whether the University is "Facilitating University-Industry Collaboration."

= Engaging with regional and local economic development efforts =

''Historically, local economic development has been an important mission of the nation’s large universities. Many of America’s leading universities, particularly land-grant universities, have always felt a strong responsibility for the betterment of their surrounding communities. These days, universities are increasingly focusing on innovation and entrepreneurship as key contributors to the growth and success of local communities. Universities are requesting the federal government to include commercialization and innovation-driven economic development in their grant programs. In addition, regional economic development planning now often starts with an assessment of a local university’s research strengths. In turn, universities are seeking partners to supplement their strengths and overcome their weaknesses through partnerships with community colleges, non-profit economic development agencies, governments, and entrepreneurship groups. Some universities, such as Tulane University, are asking their students and faculty to contribute to local community development through service and projects. Others, such as North Carolina State University, are building innovation-driven campuses that help surrounding cities and communities prosper.''

The "Spin Out" section of your Landscape Canvas also reveals the extent to which the University is engaging with regional and local economic development efforts. Many campuses also have an economic development office and staff whose responsibility it is to leverage the University's research and development for positive local economic benefit.

= Related Links =

Hyperlink the following:

[Your campus name] Strategic Priorities

and

Hyperlink the name of every UIF who has ever gone through the program and point people to their wiki bio. List them in reverse chronological order. Use headings to separate cohorts like this "Fall 2017:'. Here's an example:

Spring 2016: [[Ann Delaney]]

When you are done, add the tag that is at the bottom of every campus overview page so that it is listed in the [http://universityinnovation.org/wiki/Category:Universities Universities] category.

File:Maxresdefault.jpg

2017-02-18T20:21:00Z

Mathias Rosas:

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T20:18:08Z

Mathias Rosas:

NOTE: Always use WikiTextEditor (versus the RichTextEditor). It's A LOT easier for you and for us to edit your page.

= Overview =

UTEC is the Technological University of Uruguay, is the Uruguayan public university of higher technological education, recognized nationally and internationally for its commitment to the continuous improvement of quality, equal opportunities, and the innovative capacity of its educational and applied research offering, with people with a profile in innovation and entrepreneurship. Also making an economic development at the local, national and international level, through collaborations with national and international institutions from the scientific world, from companies from the public and the private sector and the community.

Currently, UTEC has three Institutes throughout the country, bringing higher education to the rural areas, thus making equalizing the opportunities of the countryside and the capital, place where have been residing all the universities of the country until now.

[[File:Utec-1421416497334.jpg|thumb]]

= Promoting student innovation and entrepreneurship =

''Colleges and universities are investing heavily in the development of their students’ entrepreneurial skills. While many students dream of starting the next Facebook® or Twitter® (both of which were started by students), universities are more focused on the pedagogical value of entrepreneurship as a set of skills that can be applied across professional environments and activities to supplement the students’ classroom experience. Universities are investing both in formal programs as well as in extra-curricular activities to channel students’ interest in solving global problems through entrepreneurship. Examples of formal programs include degrees and certificates in entrepreneurship, while examples of extra-curricular activities include business plan contests, entrepreneurship clubs, and startup internships. Many universities are even experimenting with on-campus accelerators, entrepreneurial dorms, and student venture funds. At the very least, these activities provide critical organizational skills to students, and at the very best, may create the next great university spinoff.''

The research you conducted for your Landscape Canvas corresponds to the 5 parameters. Your research will be most robust in this section (Discover, Learn and Experiment), related to "Promoting student innovation and entrepreneurship."

= Encouraging faculty innovation and entrepreneurship =

''Faculty and doctoral graduate students conduct the research powering many of the innovations that spawn high-growth startups. However, even at our nation’s most entrepreneurial universities, many faculty and graduate students do not always consider the market and societal relevance of their research. To address this issue, universities are putting in place a series of policy changes to encourage more faculty entrepreneurship, which in turn will complement the student entrepreneurship. These changes include greater recognition of faculty entrepreneurs, integrating entrepreneurship into the faculty tenure and selection process, and increasing faculty connections to outside partners - through externships, engagement with business, and targeted resources for startup creation. Finally, universities are actively working with federal agencies to address some of the regulatory challenges around faculty entrepreneurship, in particular, those related to conflict of interest and national security issues.''

While it doesn't seem as though it directly impacts you, the extent to which faculty are encouraged to innovate and pursue entrepreneurial pathways really does help determine the extent to which they will encourage students to explore their innovative and entrepreneurial potential. Encouragement at the faculty level is one of the things that differentiates more developed I&E ecosystems. Under the "Encouraging faculty innovation and entrepreneurship" category, please provide a succinct view of whether faculty are supported to be entrepreneurial or commercialize their research.

= Actively supporting the university technology transfer function =

''University Technology Transfer Offices (TTO) and Technology Licensing Offices (TLO) have traditionally been the hubs within universities where innovators and outside business leaders engage to commercialize inventions. The recent burst of entrepreneurship on campuses has greatly expanded the role of the TTOs and TLOs. Instead of merely focusing on the commercialization of individual technologies, these offices now act as a central point where students, faculty, alumni, entrepreneurs, investors, and industry can connect with each other. These offices are now focused on identifying and supporting entrepreneurship on campus, helping startups find the best opportunities and building successful business models, changing the culture of their universities, and creating companies that will be based in the communities around the university. TTOs and TLOs have also expanded support beyond their traditional areas, such as energy and life sciences, into education, social innovation, and agriculture.''

Your research about IP policies in "Pursue" in the Landscape Canvas will give you a view into the resources your technology transfer office provides. Include this overview in "Actively supporting the university technology transfer function". If your school doesn't have a technology transfer office, you can skip this section.

= Facilitating university-industry collaboration =

''Businesses and industry benefit greatly from university research and innovation. Universities are constantly looking for ways to connect their research and students’ education to emerging industry interests. In recent years, universities have put greater emphasis on supporting startup companies, while continuing to engage established companies that have traditionally been their licensing partners. To facilitate greater collaboration and innovation, universities are opening up their facilities, faculty, and students to businesses (small and large) in the hopes of creating greater economic value. Universities are strategically partnering with companies, offering internships and externships, sharing facilities with startups, such as accelerators, and creating venture funds and incentive programs funded by industry, all of which drive increased innovation and product development by university students, faculty, and staff.''

The "Spin Out" section of your Landscape Canvas relates to research centers, industrial parks and industry/mentor networks and will give you a sense of whether the University is "Facilitating University-Industry Collaboration."

= Engaging with regional and local economic development efforts =

''Historically, local economic development has been an important mission of the nation’s large universities. Many of America’s leading universities, particularly land-grant universities, have always felt a strong responsibility for the betterment of their surrounding communities. These days, universities are increasingly focusing on innovation and entrepreneurship as key contributors to the growth and success of local communities. Universities are requesting the federal government to include commercialization and innovation-driven economic development in their grant programs. In addition, regional economic development planning now often starts with an assessment of a local university’s research strengths. In turn, universities are seeking partners to supplement their strengths and overcome their weaknesses through partnerships with community colleges, non-profit economic development agencies, governments, and entrepreneurship groups. Some universities, such as Tulane University, are asking their students and faculty to contribute to local community development through service and projects. Others, such as North Carolina State University, are building innovation-driven campuses that help surrounding cities and communities prosper.''

The "Spin Out" section of your Landscape Canvas also reveals the extent to which the University is engaging with regional and local economic development efforts. Many campuses also have an economic development office and staff whose responsibility it is to leverage the University's research and development for positive local economic benefit.

= Related Links =

Hyperlink the following:

[Your campus name] Strategic Priorities

and

Hyperlink the name of every UIF who has ever gone through the program and point people to their wiki bio. List them in reverse chronological order. Use headings to separate cohorts like this "Fall 2017:'. Here's an example:

Spring 2016: [[Ann Delaney]]

When you are done, add the tag that is at the bottom of every campus overview page so that it is listed in the [http://universityinnovation.org/wiki/Category:Universities Universities] category.

File:Utec-1421416497334.jpg

2017-02-18T20:15:08Z

Mathias Rosas:

File:Utec HECTOR FABIÁN BUSCIO.jpg

2017-02-18T20:13:32Z

Mathias Rosas: Mathias Rosas uploaded a new version of "File:Utec HECTOR FABIÁN BUSCIO.jpg": Reverted to version as of 20:10, 18 February 2017

File:Utec HECTOR FABIÁN BUSCIO.jpg

2017-02-18T20:13:14Z

Mathias Rosas: Mathias Rosas uploaded a new version of "File:Utec HECTOR FABIÁN BUSCIO.jpg"

School:Universidad Tecnológica del Uruguay (UTEC)

2017-02-18T20:11:33Z

Mathias Rosas:

NOTE: Always use WikiTextEditor (versus the RichTextEditor). It's A LOT easier for you and for us to edit your page.

= Overview =

UTEC is the Technological University of Uruguay, is the Uruguayan public university of higher technological education, recognized nationally and internationally for its commitment to the continuous improvement of quality, equal opportunities, and the innovative capacity of its educational and applied research offering, with people with a profile in innovation and entrepreneurship. Also making an economic development at local, national and international level, through collaborations with national and international institutions from the scientific world, from companies from the public and the private sector and the community.

Currently, UTEC has three Institutes throughout the country, bringing higher education to the rural areas, thus making equalizing the opportunities of the countryside and the capital, place where have been residing all the universities of the country util now.

http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ

= Promoting student innovation and entrepreneurship =

''Colleges and universities are investing heavily in the development of their students’ entrepreneurial skills. While many students dream of starting the next Facebook® or Twitter® (both of which were started by students), universities are more focused on the pedagogical value of entrepreneurship as a set of skills that can be applied across professional environments and activities to supplement the students’ classroom experience. Universities are investing both in formal programs as well as in extra-curricular activities to channel students’ interest in solving global problems through entrepreneurship. Examples of formal programs include degrees and certificates in entrepreneurship, while examples of extra-curricular activities include business plan contests, entrepreneurship clubs, and startup internships. Many universities are even experimenting with on-campus accelerators, entrepreneurial dorms, and student venture funds. At the very least, these activities provide critical organizational skills to students, and at the very best, may create the next great university spinoff.''

The research you conducted for your Landscape Canvas corresponds to the 5 parameters. Your research will be most robust in this section (Discover, Learn and Experiment), related to "Promoting student innovation and entrepreneurship."

= Encouraging faculty innovation and entrepreneurship =

''Faculty and doctoral graduate students conduct the research powering many of the innovations that spawn high-growth startups. However, even at our nation’s most entrepreneurial universities, many faculty and graduate students do not always consider the market and societal relevance of their research. To address this issue, universities are putting in place a series of policy changes to encourage more faculty entrepreneurship, which in turn will complement the student entrepreneurship. These changes include greater recognition of faculty entrepreneurs, integrating entrepreneurship into the faculty tenure and selection process, and increasing faculty connections to outside partners - through externships, engagement with business, and targeted resources for startup creation. Finally, universities are actively working with federal agencies to address some of the regulatory challenges around faculty entrepreneurship, in particular, those related to conflict of interest and national security issues.''

While it doesn't seem as though it directly impacts you, the extent to which faculty are encouraged to innovate and pursue entrepreneurial pathways really does help determine the extent to which they will encourage students to explore their innovative and entrepreneurial potential. Encouragement at the faculty level is one of the things that differentiates more developed I&E ecosystems. Under the "Encouraging faculty innovation and entrepreneurship" category, please provide a succinct view of whether faculty are supported to be entrepreneurial or commercialize their research.

= Actively supporting the university technology transfer function =

''University Technology Transfer Offices (TTO) and Technology Licensing Offices (TLO) have traditionally been the hubs within universities where innovators and outside business leaders engage to commercialize inventions. The recent burst of entrepreneurship on campuses has greatly expanded the role of the TTOs and TLOs. Instead of merely focusing on the commercialization of individual technologies, these offices now act as a central point where students, faculty, alumni, entrepreneurs, investors, and industry can connect with each other. These offices are now focused on identifying and supporting entrepreneurship on campus, helping startups find the best opportunities and building successful business models, changing the culture of their universities, and creating companies that will be based in the communities around the university. TTOs and TLOs have also expanded support beyond their traditional areas, such as energy and life sciences, into education, social innovation, and agriculture.''

Your research about IP policies in "Pursue" in the Landscape Canvas will give you a view into the resources your technology transfer office provides. Include this overview in "Actively supporting the university technology transfer function". If your school doesn't have a technology transfer office, you can skip this section.

= Facilitating university-industry collaboration =

''Businesses and industry benefit greatly from university research and innovation. Universities are constantly looking for ways to connect their research and students’ education to emerging industry interests. In recent years, universities have put greater emphasis on supporting startup companies, while continuing to engage established companies that have traditionally been their licensing partners. To facilitate greater collaboration and innovation, universities are opening up their facilities, faculty, and students to businesses (small and large) in the hopes of creating greater economic value. Universities are strategically partnering with companies, offering internships and externships, sharing facilities with startups, such as accelerators, and creating venture funds and incentive programs funded by industry, all of which drive increased innovation and product development by university students, faculty, and staff.''

The "Spin Out" section of your Landscape Canvas relates to research centers, industrial parks and industry/mentor networks and will give you a sense of whether the University is "Facilitating University-Industry Collaboration."

= Engaging with regional and local economic development efforts =

''Historically, local economic development has been an important mission of the nation’s large universities. Many of America’s leading universities, particularly land-grant universities, have always felt a strong responsibility for the betterment of their surrounding communities. These days, universities are increasingly focusing on innovation and entrepreneurship as key contributors to the growth and success of local communities. Universities are requesting the federal government to include commercialization and innovation-driven economic development in their grant programs. In addition, regional economic development planning now often starts with an assessment of a local university’s research strengths. In turn, universities are seeking partners to supplement their strengths and overcome their weaknesses through partnerships with community colleges, non-profit economic development agencies, governments, and entrepreneurship groups. Some universities, such as Tulane University, are asking their students and faculty to contribute to local community development through service and projects. Others, such as North Carolina State University, are building innovation-driven campuses that help surrounding cities and communities prosper.''

The "Spin Out" section of your Landscape Canvas also reveals the extent to which the University is engaging with regional and local economic development efforts. Many campuses also have an economic development office and staff whose responsibility it is to leverage the University's research and development for positive local economic benefit.

= Related Links =

Hyperlink the following:

[Your campus name] Strategic Priorities

and

Hyperlink the name of every UIF who has ever gone through the program and point people to their wiki bio. List them in reverse chronological order. Use headings to separate cohorts like this "Fall 2017:'. Here's an example:

Spring 2016: [[Ann Delaney]]

When you are done, add the tag that is at the bottom of every campus overview page so that it is listed in the [http://universityinnovation.org/wiki/Category:Universities Universities] category.

File:Utec HECTOR FABIÁN BUSCIO.jpg

2017-02-18T20:10:51Z

Mathias Rosas:

Fellow:Mathias Rosas

2017-02-16T17:56:34Z

Mathias Rosas:

About Mathias

----

[[File:14339909 660168900803773 763385671 o.jpg|thumb|14339909 660168900803773 763385671 o.jpg]]

Mathias Rosas forms part of the second generation of Mechatronics Engineering in UTEC, at the Southwest ITR, in the city of Fray Bentos, Río Negro, Uruguay. Also, in 2016 he was selected by the US embassy in Uruguay for SUSI 2017, and became a member of the State Alumni net. Prior to study in UTEC, he was studying Electronics Engineering at UDELAR, in Montevideo, but left his studies and home in the capital to pursue his long dream of studying Mechatronics Engineering, a career that his previous university didn’t offer. Since arriving at UTEC in 2016, he has been a leader to his peers, given his constant participation in defending student’s rights and been part in every proposal to improve the education in the mentioned university and encouragement of his fellow students to an active participation and active learning in college. Given this, his peers chose him to be their delegate and represent them in front of the UTEC council. In October he participated at the Innovation Week held in the Southwest ITR, organized by Jamk University and UPM from Finland, UTEC, CLAEH and Air Forces from Uruguay. This event led him to meet Florencia Gonsebatte and Florencia Jano from CLAEH, with who he will be joining UIF together. In his personal life, he was born on October 30th of 1992, in Montevideo, Uruguay. At the age of 9, his family was forced to leave the country and moved to Tenerife Island, in the Canary Island, Spain (although, geographically, it’s in front of the Africa continent). In his condition of legal immigrant he found a very xenophobic society, which open his eyes of the world and made him fight for his rights in society; the travel itself marked him in the way that one of his objectives in life is to make a better world so families doesn’t have to exile themselves from their own countries for better opportunities; and his coming to age in a very conflicted family (that parted ways with his father when he was 14 years old), made him grow an adult very early in life, in charge, and in help, of his family with two little sisters of 3 and 5 while studying at high school and working at his mother cafeteria. Two years laters, with his family already well organized and prospering, his family and he joined the Red Cross, helping the illegal immigrants who came by “patera” (a very precarious boat where 20 people fitted in 5x2 meters) arrive to the island, giving them survival kits and getting them medical help. In 2009, his family returned to their mother country, Uruguay. There he passed through the final years of high school and started the University, in 2011, all the while working in different jobs. In his third year of college, he moved to an apartment in the capital alone, keeping his work and study. Unfortunately, he left his studies the next year, because he wasn’t feeling motivated for his branch of study and there was no approach to innovation nor entrepreneurship so far in the university. So, for a year, he only dedicated to work, in this case in an emergency call center, arranging all kind of services just to save people's life around the world. There he learned (“and trained”) his leadership skills, given that he worked the midnight shift, where he worked with no supervisors nor other people in charge over him. Finally, at the beginning of 2016, he learned about UTEC and Mechatronics Engineering, the branch of engineering that he always dreamed of studying. So he moved to Fray Bentos and resumed his studies again. Apart from studies and worked, he is an enthusiast of sports, practicing all kind of workout and martial art. Loves reading in every format, from hard raw science books through science fiction tales, poetry and comics. He is not a good dancer, so he prefers just listening to all kind of music who is able to touch his soul. His heroes are Isaac Asimov, a man who shared greatest questions and views through his tales and books, Nikola Tesla, who had a unique mind, Michael Faraday, who from nothing raised himself and became one of the greatest scientist of all time and Carl Sagan, who opened his eyes to the universe and all the marvels that it contains. Right now, he is working on a few projects in his university and other institutions in the Uruguay. One of them is a program that will create a bridge between the newcomers, the grade students, and the work field, making a unique and diverse group, which each of them will be approaching new and dare perspectives from an educational point of view to facing diffidence and perseverance in solving complicated tasks.

'Related Links

----

=== [https://www.linkedin.com/in/mathias-rosas-357740134?trk=nav_responsive_tab_profile_LinkedIn LinkedIn] [https://utec.edu.uy/es/ UTEC] ===

File:14339909 660168900803773 763385671 o.jpg

2017-02-16T17:55:35Z

Mathias Rosas: Mathias Rosas uploaded a new version of "File:14339909 660168900803773 763385671 o.jpg"

Fellow:Mathias Rosas

2017-01-06T04:38:48Z

Mathias Rosas:

About Mathias

----

[[File:14339909 660168900803773 763385671 o.jpg|thumb]]

Mathias Rosas forms part of the second generation of Mechatronics Engineering in UTEC, at the Southwest ITR, in the city of Fray Bentos, Río Negro, Uruguay. Also, in 2016 he was selected by the US embassy in Uruguay for SUSI 2017, and became a member of the State Alumni net. Prior to study in UTEC, he was studying Electronics Engineering at UDELAR, in Montevideo, but left his studies and home in the capital to pursue his long dream of studying Mechatronics Engineering, a career that his previous university didn’t offer. Since arriving at UTEC in 2016, he has been a leader to his peers, given his constant participation in defending student’s rights and been part in every proposal to improve the education in the mentioned university and encouragement of his fellow students to an active participation and active learning in college. Given this, his peers chose him to be their delegate and represent them in front of the UTEC council. In October he participated at the Innovation Week held in the Southwest ITR, organized by Jamk University and UPM from Finland, UTEC, CLAEH and Air Forces from Uruguay. This event led him to meet Florencia Gonsebatte and Florencia Jano from CLAEH, with who he will be joining UIF together. In his personal life, he was born on October 30th of 1992, in Montevideo, Uruguay. At the age of 9, his family was forced to leave the country and moved to Tenerife Island, in the Canary Island, Spain (although, geographically, it’s in front of the Africa continent). In his condition of legal immigrant he found a very xenophobic society, which open his eyes of the world and made him fight for his rights in society; the travel itself marked him in the way that one of his objectives in life is to make a better world so families doesn’t have to exile themselves from their own countries for better opportunities; and his coming to age in a very conflicted family (that parted ways with his father when he was 14 years old), made him grow an adult very early in life, in charge, and in help, of his family with two little sisters of 3 and 5 while studying at high school and working at his mother cafeteria. Two years laters, with his family already well organized and prospering, his family and he joined the Red Cross, helping the illegal immigrants who came by “patera” (a very precarious boat where 20 people fitted in 5x2 meters) arrive to the island, giving them survival kits and getting them medical help. In 2009, his family returned to their mother country, Uruguay. There he passed through the final years of high school and started the University, in 2011, all the while working in different jobs. In his third year of college, he moved to an apartment in the capital alone, keeping his work and study. Unfortunately, he left his studies the next year, because he wasn’t feeling motivated for his branch of study and there was no approach to innovation nor entrepreneurship so far in the university. So, for a year, he only dedicated to work, in this case in an emergency call center, arranging all kind of services just to save people's life around the world. There he learned (“and trained”) his leadership skills, given that he worked the midnight shift, where he worked with no supervisors nor other people in charge over him. Finally, at the beginning of 2016, he learned about UTEC and Mechatronics Engineering, the branch of engineering that he always dreamed of studying. So he moved to Fray Bentos and resumed his studies again. Apart from studies and worked, he is an enthusiast of sports, practicing all kind of workout and martial art. Loves reading in every format, from hard raw science books through science fiction tales, poetry and comics. He is not a good dancer, so he prefers just listening to all kind of music who is able to touch his soul. His heroes are Isaac Asimov, a man who shared greatest questions and views through his tales and books, Nikola Tesla, who had a unique mind, Michael Faraday, who from nothing raised himself and became one of the greatest scientist of all time and Carl Sagan, who opened his eyes to the universe and all the marvels that it contains. Right now, he is working on a few projects in his university and other institutions in the Uruguay. One of them is a program that will create a bridge between the newcomers, the grade students, and the work field, making a unique and diverse group, which each of them will be approaching new and dare perspectives from an educational point of view to facing diffidence and perseverance in solving complicated tasks.

'Related Links

----

=== [https://www.linkedin.com/in/mathias-rosas-357740134?trk=nav_responsive_tab_profile_LinkedIn LinkedIn] [https://utec.edu.uy/es/ UTEC] ===

File:14339909 660168900803773 763385671 o.jpg

2017-01-06T04:36:23Z

Mathias Rosas: Me

Fellow:Mathias Rosas

2017-01-06T04:25:21Z

Mathias Rosas:

About Mathias

----

Mathias Rosas forms part of the second generation of Mechatronics Engineering in UTEC, at the Southwest ITR, in the city of Fray Bentos, Río Negro, Uruguay. Also, in 2016 he was selected by the US embassy in Uruguay for SUSI 2017, and became a member of the State Alumni net. Prior to study in UTEC, he was studying Electronics Engineering at UDELAR, in Montevideo, but left his studies and home in the capital to pursue his long dream of studying Mechatronics Engineering, a career that his previous university didn’t offer. Since arriving at UTEC in 2016, he has been a leader to his peers, given his constant participation in defending student’s rights and been part in every proposal to improve the education in the mentioned university and encouragement of his fellow students to an active participation and active learning in college. Given this, his peers chose him to be their delegate and represent them in front of the UTEC council. In October he participated at the Innovation Week held in the Southwest ITR, organized by Jamk University and UPM from Finland, UTEC, CLAEH and Air Forces from Uruguay. This event led him to meet Florencia Gonsebatte and Florencia Jano from CLAEH, with who he will be joining UIF together. In his personal life, he was born on October 30th of 1992, in Montevideo, Uruguay. At the age of 9, his family was forced to leave the country and moved to Tenerife Island, in the Canary Island, Spain (although, geographically, it’s in front of the Africa continent). In his condition of legal immigrant he found a very xenophobic society, which open his eyes of the world and made him fight for his rights in society; the travel itself marked him in the way that one of his objectives in life is to make a better world so families doesn’t have to exile themselves from their own countries for better opportunities; and his coming to age in a very conflicted family (that parted ways with his father when he was 14 years old), made him grow an adult very early in life, in charge, and in help, of his family with two little sisters of 3 and 5 while studying at high school and working at his mother cafeteria. Two years laters, with his family already well organized and prospering, his family and he joined the Red Cross, helping the illegal immigrants who came by “patera” (a very precarious boat where 20 people fitted in 5x2 meters) arrive to the island, giving them survival kits and getting them medical help. In 2009, his family returned to their mother country, Uruguay. There he passed through the final years of high school and started the University, in 2011, all the while working in different jobs. In his third year of college, he moved to an apartment in the capital alone, keeping his work and study. Unfortunately, he left his studies the next year, because he wasn’t feeling motivated for his branch of study and there was no approach to innovation nor entrepreneurship so far in the university. So, for a year, he only dedicated to work, in this case in an emergency call center, arranging all kind of services just to save people's life around the world. There he learned (“and trained”) his leadership skills, given that he worked the midnight shift, where he worked with no supervisors nor other people in charge over him. Finally, at the beginning of 2016, he learned about UTEC and Mechatronics Engineering, the branch of engineering that he always dreamed of studying. So he moved to Fray Bentos and resumed his studies again. Apart from studies and worked, he is an enthusiast of sports, practicing all kind of workout and martial art. Loves reading in every format, from hard raw science books through science fiction tales, poetry and comics. He is not a good dancer, so he prefers just listening to all kind of music who is able to touch his soul. His heroes are Isaac Asimov, a man who shared greatest questions and views through his tales and books, Nikola Tesla, who had a unique mind, Michael Faraday, who from nothing raised himself and became one of the greatest scientist of all time and Carl Sagan, who opened his eyes to the universe and all the marvels that it contains. Right now, he is working on a few projects in his university and other institutions in the Uruguay. One of them is a program that will create a bridge between the newcomers, the grade students, and the work field, making a unique and diverse group, which each of them will be approaching new and dare perspectives from an educational point of view to facing diffidence and perseverance in solving complicated tasks.

'Related Links

----

=== [https://www.linkedin.com/in/mathias-rosas-357740134?trk=nav_responsive_tab_profile_LinkedIn LinkedIn] [https://utec.edu.uy/es/ UTEC] ===

Fellow:Mathias Rosas

2017-01-06T04:22:57Z

Mathias Rosas:

About Mathias

----

Mathias Rosas forms part of the second generation of Mechatronics Engineering in UTEC, at the Southwest ITR, in the city of Fray Bentos, Río Negro, Uruguay. Also, in 2016 he was selected by the US embassy in Uruguay for SUSI 2017, and became a member of the State Alumni net.

Prior to study in UTEC, he was studying Electronics Engineering at UDELAR, in Montevideo, but left his studies and home in the capital to pursue his long dream of studying Mechatronics Engineering, a career that his previous university didn’t offer.

Since arriving at UTEC in 2016, he has been a leader to his peers, given his constant participation in defending student’s rights and been part in every proposal to improve the education in the mentioned university and encouragement of his fellow students to an active participation and active learning in college. Given this, his peers chose him to be their delegate and represent them in front of the UTEC council.

In October he participated at the Innovation Week held in the Southwest ITR, organized by Jamk University and UPM from Finland, UTEC, CLAEH and Air Forces from Uruguay. This event led him to meet Florencia Gonsebatte and Florencia Jano from CLAEH, with who he will be joining UIF together.

In his personal life, he was born on October 30th of 1992, in Montevideo, Uruguay. At the age of 9, his family was forced to leave the country and moved to Tenerife Island, in the Canary Island, Spain (although, geographically, it’s in front of the Africa continent). In his condition of legal immigrant he found a very xenophobic society, which open his eyes of the world and made him fight for his rights in society; the travel itself marked him in the way that one of his objectives in life is to make a better world so families doesn’t have to exile themselves from their own countries for better opportunities; and his coming to age in a very conflicted family (that parted ways with his father when he was 14 years old), made him grow an adult very early in life, in charge, and in help, of his family with two little sisters of 3 and 5 while studying at high school and working at his mother cafeteria.

Two years laters, with his family already well organized and prospering, his family and he joined the Red Cross, helping the illegal immigrants who came by “patera” (a very precarious boat where 20 people fitted in 5x2 meters) arrive to the island, giving them survival kits and getting them medical help.

In 2009, his family returned to their mother country, Uruguay. There he passed through the final years of high school and started the University, in 2011, all the while working in different jobs. In his third year of college, he moved to an apartment in the capital alone, keeping his work and study. Unfortunately, he left his studies the next year, because he wasn’t feeling motivated for his branch of study and there was no approach to innovation nor entrepreneurship so far in the university. So, for a year, he only dedicated to work, in this case in an emergency call center, arranging all kind of services just to save people's life around the world. There he learned (“and trained”) his leadership skills, given that he worked the midnight shift, where he worked with no supervisors nor other people in charge over him.

Finally, at the beginning of 2016, he learned about UTEC and Mechatronics Engineering, the branch of engineering that he always dreamed of studying. So he moved to Fray Bentos and resumed his studies again.

Apart from studies and worked, he is an enthusiast of sports, practicing all kind of workout and martial art. Loves reading in every format, from hard raw science books through science fiction tales, poetry and comics. He is not a good dancer, so he prefers just listening to all kind of music who is able to touch his soul.

His heroes are Isaac Asimov, a man who shared greatest questions and views through his tales and books, Nikola Tesla, who had a unique mind, Michael Faraday, who from nothing raised himself and became one of the greatest scientist of all time and Carl Sagan, who opened his eyes to the universe and all the marvels that it contains.

Right now, he is working on a few projects in his university and other institutions in the Uruguay. One of them is a program that will create a bridge between the newcomers, the grade students, and the work field, making a unique and diverse group, which each of them will be approaching new and dare perspectives from an educational point of view to facing diffidence and perseverance in solving complicated tasks.

'''Related Links'''

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=== [https://www.linkedin.com/in/mathias-rosas-357740134?trk=nav_responsive_tab_profile LinkedIn] ===

=== [https://utec.edu.uy/es/ UTEC] ===

Fellow:Mathias Rosas

2017-01-06T04:17:14Z

Mathias Rosas: Created page with "Mathias Rosas forms part of the second generation of Mechatronics Engineering in UTEC, at the Southwest ITR, in the city of Fray Bentos, Río Negro, Uruguay. Also, in 2016 he ..."

Mathias Rosas forms part of the second generation of Mechatronics Engineering in UTEC, at the Southwest ITR, in the city of Fray Bentos, Río Negro, Uruguay. Also, in 2016 he was selected by the US embassy in Uruguay for SUSI 2017, and became a member of the State Alumni net.

Prior to study in UTEC, he was studying Electronics Engineering at UDELAR, in Montevideo, but left his studies and home in the capital to pursue his long dream of studying Mechatronics Engineering, a career that his previous university didn’t offer.

Since arriving at UTEC in 2016, he has been a leader to his peers, given his constant participation in defending student’s rights and been part in every proposal to improve the education in the mentioned university and encouragement of his fellow students to an active participation and active learning in college. Given this, his peers chose him to be their delegate and represent them in front of the UTEC council.

In October he participated at the Innovation Week held in the Southwest ITR, organized by Jamk University and UPM from Finland, UTEC, CLAEH and Air Forces from Uruguay. This event led him to meet Florencia Gonsebatte and Florencia Jano from CLAEH, with who he will be joining UIF together.

In his personal life, he was born on October 30th of 1992, in Montevideo, Uruguay. At the age of 9, his family was forced to leave the country and moved to Tenerife Island, in the Canary Island, Spain (although, geographically, it’s in front of the Africa continent). In his condition of legal immigrant he found a very xenophobic society, which open his eyes of the world and made him fight for his rights in society; the travel itself marked him in the way that one of his objectives in life is to make a better world so families doesn’t have to exile themselves from their own countries for better opportunities; and his coming to age in a very conflicted family (that parted ways with his father when he was 14 years old), made him grow an adult very early in life, in charge, and in help, of his family with two little sisters of 3 and 5 while studying at high school and working at his mother cafeteria.

Two years laters, with his family already well organized and prospering, his family and he joined the Red Cross, helping the illegal immigrants who came by “patera” (a very precarious boat where 20 people fitted in 5x2 meters) arrive to the island, giving them survival kits and getting them medical help.

In 2009, his family returned to their mother country, Uruguay. There he passed through the final years of high school and started the University, in 2011, all the while working in different jobs. In his third year of college, he moved to an apartment in the capital alone, keeping his work and study. Unfortunately, he left his studies the next year, because he wasn’t feeling motivated for his branch of study and there was no approach to innovation nor entrepreneurship so far in the university. So, for a year, he only dedicated to work, in this case in an emergency call center, arranging all kind of services just to save people's life around the world. There he learned (“and trained”) his leadership skills, given that he worked the midnight shift, where he worked with no supervisors nor other people in charge over him.

Finally, at the beginning of 2016, he learned about UTEC and Mechatronics Engineering, the branch of engineering that he always dreamed of studying. So he moved to Fray Bentos and resumed his studies again.

Apart from studies and worked, he is an enthusiast of sports, practicing all kind of workout and martial art. Loves reading in every format, from hard raw science books through science fiction tales, poetry and comics. He is not a good dancer, so he prefers just listening to all kind of music who is able to touch his soul.

His heroes are Isaac Asimov, a man who shared greatest questions and views through his tales and books, Nikola Tesla, who had a unique mind, Michael Faraday, who from nothing raised himself and became one of the greatest scientist of all time and Carl Sagan, who opened his eyes to the universe and all the marvels that it contains.

Right now, he is working on a few projects in his university and other institutions in the Uruguay. One of them is a program that will create a bridge between the newcomers, the grade students, and the work field, making a unique and diverse group, which each of them will be approaching new and dare perspectives from an educational point of view to facing diffidence and perseverance in solving complicated tasks.