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2018-02-02T03:16:56Z

Mthuis:

Innovation and Entrepreneurship Strategic Priorities for the Colorado School of Mines

= Vision for the Colorado School of Mines =

== Spring 2017 ==

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== Spring 2016 ==

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= Making Mines a Learning Organization =

[[File:CSM Mind Map.jpg]]

== Entrepreneurship and Innovation Mindset ==

=== Entrepreneurship and Innovation Curriculum ===

=== Freshmen Success and EPICS Reform ===

=== Innovation Workshops and Speakers ===

=== Entrepreneurship and Innovation Clubs ===

== Democratize Learning ==

=== Open Access Education Resources ===

=== Maker Mart and Community Make and Share ===

== Communication ==

=== Electronic Communication Systems ===

=== Think Tank ===

=== STEAM Studio: Visual Arts ===

=== How do we ALL define "Entrepreneurial Mindset"? ===

=== Active Symbols ===

== Robust Advisory Network ==

=== Academic Entrepreneurship and Innovation Cadre ===

=== Coach/Mentor Pool ===

=== Club Growth Workshops ===

=== Alumni Involvement ===

=== Funch/Fike/Finner ===

= Short-Term Strategy: Sparking Interest =

== Enable students by creating a collaborative space for creativity, design, and innovation. ==

Objectives:

1. Foster ideas, collaboration and creativity for students of all disciplines.

2. Create and sustain a culture of doing, making, innovation and entrepreneurship.

3. Promote learning-by-doing and provide resources to enable students to transform ideas into products that could be commercialized.

Many of the most forward-thinking companies provide spaces for employees that encourage innovation. Well-designed spaces often serve as catalysts for enhanced collaboration and innovation. We will create collaborative spaces for students that allow for greater creativity, design and innovation on campus. By holding events and meetings in the spaces, students across all disciplines will begin to use the spaces to work with others' projects.

In addition to having a few dedicated spaces, there are several common areas on campus that would make excellent pop-up spaces. We will provide guides and resources for students to successfully create a temporary collaborative space of their own anywhere on campus.

=== Mechanical Engineering Design Lab ===

In collaboration with Professor Jered Dean of Mechanical Engineering, the senior design lab has evolved into a collaborative workspace for student projects, meetings, workshops and classes. The space has open hours, allowing students from every major and grade level to collaborate on academic or personal projects.

=== MakerSpace ===

There will be a trial run for a MakerSpace to be implemented on campus. If this space is a success, the Mines UIF leadership circle will analyze feedback around the space and try to implement a permanent building for design thinking, innovation, and entrepreneurship with a floor dedicated to being a functional MakerSpace.

== Establish regular Design, Innovation, Creativity and Entrepreneurship (DICE) events ==

By collaborating with organizations and faculty across campus, we will hold events that expose students to proven concepts and principles that lead to truly innovative solutions. Having regular events will help foster a community of innovation and entrepreneurship that doesn't often occur in a traditional lecture setting. 

=== Leveraging existing student organizations to put on DICE events ===

There are numerous campus organizations (SWE, AIChE, SPE, EWB, Tau Beta Pi, Blue Key) that have the resources to organize successful DICE events to increase opportunities for student innovation. These events could include makeathons, hackathons, design challenges, business model competitions, and many more.

An Entrepreneurship Club has recently been established by the Mines student body that has been key partners in developing events to promote innovation and entrepreneurship.

=== Problem of the Week ===

To change the student mindset on campus, we will start holding pop-up meetings in high-traffic areas to discuss a "Problem of the Week." We will increase exposure to, and engagement with, problem-focused design by allowing students the ability to stop by and participate without any major commitment. The pop-up meetings can be expanded to allow for low-resolution prototyping, using arts and crafts or video. Images from the pop-up events will be posted online. The pop-up meetings will also serve as advertisement for other DICE events.

=== Design Weekend ===

Currently, there is no coordination between EPICS and other design courses across campus to exhibit student projects; that needs to change. A campus-wide exhibition, open to the community, will provide students from all disciplines with the opportunity to showcase their projects, and also strengthen the culture of design, innovation, creativity and entrepreneurship on campus.

=== TEDx ===

Previously, University Innovation Fellows have seen success in improving the innovation and entrepreneurial landscape on their campuses by hosting a TEDx event. A lot of student interest in TED already exists, and this interest can be leveraged to make a successful event to serve as inspiration for the university. A TEDx event can be focused on innovation and entrepreneurship, to inspire a campus community, by showcasing examples of innovative faculty research, successful entrepreneurial alumni and current students who have commercialized technology and achieved positive economic, societal and environmental impact.

=== 3 Day Startup: 3DS Springboard  ===

[http://3daystartup.org/springboard/ 3DS Springboard] is an interactive workshop focused on the beginning steps of launching a company or a project through on-campus innovation. During four 90-minute sessions over one week, students will learn-by-doing with the 3DS team, Epicenter University Innovation Fellows leaders on campus, and other students in the community who are passionate about starting something!

== Promoting Creativity and Mental Health ==

=== Creativity / De-stress Zone ===

By creating a space on campus where students can find resources to stimulate the creative, right side of their brains, we will increase both creativity and mental health on campus. In this space, students will find board games, puzzles, art supplies, instruments and other resources to de-stress and create. 

= Next Steps: Institutional Acceptance and Support for DICE =

== Update design classes to incorporate modern design & development principles ==

Most students attending Mines are exposed to design in EPICS I, EPICS II (including Department-Specific EPICS II) and Senior Design. Only a few of the curriculums incorporate the following ideas/processes widely practiced in the industry: design-thinking, problem-focused design, rapid and low-resolution prototyping, fast failure and lean principles. Incorporating all of these practices into the curriculum would properly prepare students to develop truly innovative solutions to real problems. The design courses could allow for more creativity and innovation by shifting from constraining projects to open-ended, problem-based projects. 

== Grow and expand the academic entrepreneurship offering ==

According to the Undergraduate Bulletin, there is an “Area of Special Interest (ASI) in Entrepreneurship” that consists of 3 classes that are not currently offered.

To demonstrate that entrepreneurship is a priority to the University and the Department of Economics and Business, the ASI needs to be updated and promoted. There are several course offerings focused on design-thinking and entrepreneurship that should be incorporated into a certificate program, minor or area of special interest for entrepreneurship.

Ideally, the entrepreneurship program would incorporate a multidisciplinary senior design alternative course that allows students from any major to apply principles from the engineering and entrepreneurship curriculums.

The recent courses added to the Mines community includes:

*Technology Entrepreneurship
*Intro to Entrepreneurship

== Creation of Grand Challenges Themed Learning Community ==

Mines requires all first-year students to live on campus in the residence halls. Programs that promote design, innovation, creativity and entrepreneurship can be put in place for interested students living on campus. Mines has several themed learning communities, and a community focused on the NAE's Grand Challenges would have a large impact in creating a sustainable culture of innovation and entrepreneurship.

The community is in its second year on campus and is thriving. The students in this community have a tight bond created through floor activities as well as an engineering design and ethics course where the students have many opportunities to work together to solve varying problems. This program has also served as a resource for students who wish to become from active in the entrepreneurial community.

== Establish a speaker series for design, innovation and entrepreneurship ==

Creating a regular speaker series focused on design, innovation and entrepreneurship will develop interest, as well as connect the entrepreneurial community within Mines to current students in other disciplines. Many Mines alum and faculty have relevant experience and insight, which could inspire a new generation of makers, doers and entrepreneurs. A series focused on I&E would be a multidisciplinary initiative that would have wide-spread support across campus, due to the universal nature of I&E principles.

=== Innovation Challenge ===

Mines' first Innovation Competition took place in Spring 2016. 10 teams were awarded money to begin prototyping in hopes of starting their own company or patenting their design.

=== Business Workshop ===

A business workshop will be taking place in Spring 2016 that works through the business model canvas with groups of students that have a product or idea for a company.

= Mental Health on Campus =

== No Work Zone ==

One idea we are currently pursuing is the creation of a "No Work Zone." This would be a place for students on campus to take a break and relax. Mines is a highly esteemed engineering school which promotes intense focus on academics. Many study and design areas are located around campus. We don't any of these spaces to be taken away, but we do want a new space to be implemented.

Our goal for this space is to make mental health a bigger priority on campus. Students commonly express their levels of stress, but there are not many resources on campus to help combat the high pressure work environment.

Currently, we are acquiring feedback on this initial idea to see if it would be feasible, and more importantly if it would benefit students. After thhis period, we plan to take the idea to stakeholders on campus.

= Long-term Vision =

== Create a multidisciplinary Design, Innovation and Entrepreneurship institute ==

The establishment of a multidisciplinary design institute will allow for the creation of a modern engineer that is equipped to develop solutions to complex real-world problems. Having a design institute would make Mines the premier institution for engineering and applied-science education.

Many of the nation's best engineering schools have a program or institute for design, innovation or entrepreneurship:

[http://dschool.stanford.edu/ Stanford - d.school ] [https://entrepreneurship.mit.edu/ MIT - Martin Trust Center for MIT Entrepreneurship] [http://tech.seas.harvard.edu/ Harvard - Technology and Entrepreneurship Center at Harvard (TECH)] [http://funginstitute.berkeley.edu/center-entrepreneurship-and-technology UC Berkeley - Center for Entrepreneurship & Technology] [http://www.cfe.umich.edu/ Michigan - Center for Entrepreneurship] [http://innovate.gatech.edu Georgia Tech - Enterprise Innovation Institute] [http://www.engr.ncsu.edu/eep/ North Carolina State - Engineering Entrepreneurs Program EEP] [http://www.tec.illinois.edu/ Illinois - Technology Entrepreneurship Center]  [http://www.colorado.edu/engineering/sites/default/files/EShip.pdf CU Boulder - eship program]

The Colorado School of Mines has the opportunity to become a national leader for design, innovation and entrepreneurship.

= Related Links =

[http://universityinnovation.org/wiki/Colorado_School_of_Mines Colorado School of Mines Wiki Page]

[http://universityinnovation.org/wiki/Corey_Brugh Colorado School of Mines University Innovation Fellow - Corey Brugh]

[http://universityinnovation.org/wiki/Daniel_Dickason Colorado School of Mines University Innovation Fellow - Daniel Dickason]

[[Tara Maestas|Colorado School of Mines University Innovation Fellow - Tara Maestas]]

[http://universityinnovation.org/wiki//Asya_Sergoyan Colorado School of Mines University Innovation Fellow - Asya Sergoyan]

[http://universityinnovation.org/wiki/Nicholas_Yuan Colorado School of Mines University Innovation Fellow - Nicholas Yuan]

[http://universityinnovation.org/wiki/Trevor_Clevenger Colorado School of Mines University Innovation Fellow - Trevor Clevenger]

[[Sarah Ingram|Colorado School of Mines University Innovation Fellow - Sarah Ingram]]

[[Emma May|Colorado School of Mines University Innovation Fellow - Emma May]]

[[Tanner McAdoo|Colorado School of Mines University Innovation Fellow - Tanner McAdoo]]

[[Samuel Warfield|Colorado School of Mines University Innovation Fellow - Samuel Warfield]]

[[Michael_Thuis|Colorado School of Mines University Innovation Fellow - Michael Thuis]]

[[Torin_Johnson|Colorado School of Mines University Innovation Fellow - Torin Johnson]]

[[Curtis_Harrison|Colorado School of Mines University Innovation Fellow - Curtis Harrison ]]

[[Adam_Marcinkowski|Colorado School of Mines University Innovation Fellow - Adam Marcinkowski]]

[[Category:Student Priorities|c]]

2018-01-21T19:27:40Z

Mthuis:

Michael Thuis is a first-generation college student pursuing a Bachelors Degree in Chemical Engineering at the Colorado School of Mines. 

= Related Links =

[[Colorado School of Mines|Colorado_School_of_Mines]]

[[Grand Challenges Scholars Program, National Academy of Engineers (NAE)|Grand_Challenges_Scholars_Program,_National_Academy_of_Engineers_(NAE)]]

[https://www.linkedin.com/in/michaelthuis LinkedIn Account]

Fellow:Michael Thuis

2018-01-21T19:26:12Z

Mthuis:

Organization:Grand Challenges Scholars Program

2018-01-14T20:58:23Z

Mthuis:

= Overview =

[http://universityinnovation.org/images/d/da/Grand_Challenges_for_Engineering_Logo.png http://universityinnovation.org/images/d/da/Grand_Challenges_for_Engineering_Logo.png]

The National Academy of Engineers ([http://www.nae.edu/ NAE]) Grand Challenges Scholars Program (GCSP) supports challenges to conquer the greatest engineering challenges of the 21st century. Using input from across the country, the NAE identified 14 areas in need of engineering solutions in the 21st century. Within these 14 areas, the GCSP developed a combined, co-, and extra-curricular program that is intended to prepare the next generation of students to address the challenges within society. The GCSP is an outcomes-based program that is designed to inspire a movement within the participant's local ecosystem. The goal is to pilot innovative educational approaches for engineering students and encourage students to engage with a diverse group of their peers from across the globe to solve the challenges that are crucial for the survival of generations to come.

The NAE Committee on Engineering's Grand Challenges has identified 14 areas awaiting engineering solutions in the 21st century:

#Making solar energy economical
#Provide energy from fusion
#Develop carbon sequestration methods
#Manage the nitrogen cycle
#Provide access to clean water
#Restore and improve urban infrastructure
#Advance health informatics
#Engineer better medicines
#Reverse-engineer the brain
#Prevent nuclear terror 
#Secure cyberspace
#Enhance virtual reality
#Advanced personalized learning
#Engineer the tools of scientific discovery

A [http://www.engineeringchallenges.org/cms/8996.aspx 6-minute video] discusses the different aspects of the 14 areas in need of engineering solutions. Finding solutions to the Grand Challenges will positively affect life socially and economically. 

The NAE also hosts the Vest Scholars program which is aimed at international collaborations and the Global Summit Student Day that brings together students from each of the participating organizations (currently the United States, the United Kingdom, and China) for a design competition.

= Purpose =

Our next generation of engineers requires more diverse knowledge than ever before. The purpose of [http://www.engineeringchallenges.org/ NAE Grand Challenges Scholars Program] is to make engineering students ready to solve the grand challenges that our society currently faces. The Grand Challenges Scholars program is looking at these ambitious tasks:

* Create new capabilities
* Provide pragmatic solutions for basic human needs
* Develop new entrepreneurial opportunities
* Reinvent human interactions
* Transform systems thinking
* Be the architects of a sustainable society
* Be mindful of unintended consequences
* Connect technology with society

== The Five Competencies of Future Engineers ==

The five components of the Grand Challenge Scholars Program that will prepare future engineers include: 1. ''Project or research activity engaging a GC theme or challenge.'' Working to solve the NAE Grand Challenges is the motivation for the GCSP. Each GC scholar must participate in a substantial team or independent project relating to a Grand Challenge theme or specific Grand Challenge problem.  2. ''Interdisciplinary curriculum.'' Bridging engineering to other disciplines is essential for solving the NAE Grand Challenges. An “Engineering-Plus” curriculum should be devised that prepares engineering students to work at the boundary between an engineering and non-engineering disciplines, such as public policy, international relations, business, law, ethics, human behavior, risk, medicine and the natural sciences. However, this must be more than simply double majoring or picking up a minor in a non-engineering discipline. Examples that span these disciplines with a coherent theme are Energy and the Environment, Sustainability, Uncertainty, Optimization, etc.  3. ''Entrepreneurship.'' Implementing innovation is central to technology development. Each GC scholar must participate in a curricular or meta-curricular component on the process of translating invention and innovation into market ventures. This may be either risk-taking ventures for business or introducing technology for not-for-profits that scale global solutions in the public interest.  4. ''Global dimension.'' Global awareness is necessary for working effectively in an interdependent world. Students may participate in a curricular or meta-curricular component that instills elements necessary to develop innovations in a global economy or address ethical issues of global concern. Domestic activities that stress global or cross-cultural implications may satisfy this component. 5. ''Service learning.'' Working for the benefit of others is the foundation of a civil society. Students may participate in a curricular or meta-curricular component that deepens their social awareness and to heighten their motivation to bring their technical expertise to bear on societal problems. Programs such as [[Engineers Without Borders|Engineers Without Borders]], or [[Engineering World Health|Engineering World Health]] may be adapted to satisfy this component.

== Global Impact ==

As an outcomes-based program, the global dimension is one of the driving competencies. The purpose of this pillar is to push students to understand and learn within a multicultural environment. The long-term plan is to replicate this program across the globe because in order for it to achieve success, it has to be a global and engaged group of diverse students.

Through the partnership of the NAE (National Academy of Engineers - United States), The RAE (The UK Academy of Engineering), and the CAE (Chinese Academy of Engineers) to host the Global Grand Challenges Summit, the global nature of Grand Challenges is being realized. Overtime, more colleges of engineering from across the globe will join this movement. As the global vision of GCSP is realized, the radical shift within engineering education will begin to occur.
<div> </div>
= The Program =

== The 14 Challenges ==

The 14 engineering challenges of the 21st century: 

#'''Advance Personalized Learning:'''A growing appreciation of individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Given the diversity of individual preferences, and the complexity of each human brain, developing teaching methods that optimize learning will require engineering solutions of the future.
#'''Make Solar Energy Economical:''' Currently, solar energy provides less than 1 percent of the world's total energy, but it has the potential to provide much, much more.
#'''Enhance Virtual Reality:''' Within many specialized fields, from psychiatry to education, virtual reality is becoming a powerful new tool for training practitioners and treating patients, in addition to its growing use in various forms of entertainment.
#'''Reverse Engineer the Brain:''' A lot of research has been focused on creating thinking machines—computers capable of emulating human intelligence— however, reverse-engineering the brain could have multiple impacts that go far beyond artificial intelligence and will promise great advances in healthcare, manufacturing, and communication.
#'''Engineer Better Medicines:''' Engineering can enable the development of new systems to use genetic information, sense small changes in the body, assess new drugs, and deliver vaccines to provide health care directly tailored to each person.
#'''Advance Health Informatics:''' As computers have become available for all aspects of human endeavors, there is now a consensus that a systematic approach to health informatics - the acquisition, management, and use of information in health - can greatly enhance the quality and efficiency of medical care and the response to widespread public health emergencies.
#'''Restore and Improve Urban Infrastructure:''' Infrastructure is the combination of fundamental systems that support a community, region, or country. Society faces the formidable challenge of modernizing the fundamental structures that will support our civilization in centuries ahead.
#'''Secure Cyberspace:''' Computer systems are involved in the management of almost all areas of our lives; from electronic communications, and data systems, to controlling traffic lights to routing airplanes. It is clear that engineering needs to develop innovations for addressing a long list of cybersecurity priorities
#'''Provide Access to Clean Water:''' The world's water supplies are facing new threats; affordable, advanced technologies could make a difference for millions of people around the world.
#'''Provide Energy from Fusion:''' Human-engineered fusion has been demonstrated on a small scale. The challenge is to scale up the process to commercial proportions, in an efficient, economical, and environmentally benign way.
#'''Prevent Nuclear Terror:''' The need for technologies to prevent and respond to a nuclear attack is growing.
#'''Manage the Nitrogen Cycle:''' Engineers can help restore balance to the nitrogen cycle with better fertilization technologies and by capturing and recycling waste.
#'''Develop Carbon Sequestration Methods:''' Engineers are working on ways to capture and store excess carbon dioxide to prevent global warming.
#'''Engineer the Tools of Scientific Discovery:''' In the century ahead, engineers will continue to be partners with scientists in the great quest for understanding many unanswered questions of nature.

== What is Unique about GCSP ==

The Grand Challenges Scholars Program teaches engineers very important skills in learning how to deal with the biggest problems facing our society. This program is different because it explicitly defines the most relevant problems to our public and allows students across campus to participate. Students are able to collaborate with other engineers that are active in the scholarship program.  Not only will this program teach engineering students the skills necessary to solve problems, but it will also raise awareness around the most important worldly challenges and will inspire young engineers to tackle those challenges. The Grand Challenges Scholars Program is also working towards implementing a program for K-12 that will equip students to become engineers. 

Randy Atkins, Founder of the 14 Grand Challenges for the National Academy of Engineers says, "This provides students with a vision of what they can do with engineering and how they can change the world."

The Office of Science and Technology Policy is interested in seeing the program across many different campuses across the country. Check out this [http://www.whitehouse.gov/blog/2011/05/25/america-s-students-step-challenge article] to see what Washington has to say about the NAE!

== Global Grand Challenges Summit Series ==
<div>The goal of the [http://www.engineeringchallenges.org/14500.aspx Global Grand Challenges Summit] (GGCS) is to change the way students become educated. </div>
*Enhance student interest in engineering and science.
*Increase the visibility and importance of engineering and science to society.
*Underscore the importance of recognizing that engineering education must be coupled to policy, business, and law and must be student-focused. 
*Enhance student interest in engineering, science and technology entrepreneurship.
*Foment future collaborations of interested scientists, engineers, policymakers and researchers in business, law, social sciences, and humanities needed to successfully address these complex societal issues.
<div>During the summit, scholars break out into focused sections that tackle components of the Grand Challenges. Within these sessions, scholars engage in discussions, pitch competitions, keynote speakers, and ideation sessions. </div><div> </div>
=== 2013 London Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17849.aspx#tabs 2013 London Summit] was planned and hosted by the Royal Academy of Engineering from March 12-13, 2013. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Health
*Education
*Enriching Life
*Technology and Growth
*Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17849/18978.aspx#tabs here].</div><div>The programme for the summit can be found [https://www.raeng.org.uk/publications/other/ggcs-programme here]. </div>
=== 2015 Beijing Summit ===
<div>The [http://www.engineeringchallenges.org/14500/17800.aspx#tabs 2015 Beijing Summit] was planned and hosted by the Chinese Academy of Engineering from September 15-16, 2015. </div><div>The Summit focused on the following breakout sessions: </div>
*Sustainability
*Restore and Improve Urban Infrastructure
*Health
*Joy of Living
*Energy
*Education
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/17800/18887.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/17800/2015SummitProgram.aspx#tabs here]. </div>
=== 2017 Washington DC Summit ===
<div>The [http://www.engineeringchallenges.org/14500/23671.aspx#tabs 2017 Washington DC Summit] was planned and hosted by the US National Academy of Engineering from July 18-20, 2017. </div><div>The Summit focused on the following breakout sessions: </div>
*Virtual Reality and Artificial Intelligence
*Engineering and Healthcare
*Sustainability
*Reverse Engineering the Brain
*Education/Public Engagement
*Security and Resilience
<div>A full list of speakers can be found [http://www.engineeringchallenges.org/14500/23671/23674.aspx#tabs here].</div><div>The programme for the summit can be found [http://www.engineeringchallenges.org/14500/23671/24287.aspx#tabs here].</div><div>Photos and Videos from the summit can be found [http://www.engineeringchallenges.org/14500/23671/2017GCSummitMedia.aspx#tabs here]. </div>
= Impact Achieved For Students and Campus =

'''Founding Grand Challenges Campuses:'''

*[http://www.pratt.duke.edu/undergrad/students/grand-challenge-scholars-program Duke University, Pratt School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx The Franklin W. Olin College of Engineering]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]

'''  Additional campuses currently involved with the NAE Grand Challenges Scholars Program:'''

*[http://more.engineering.asu.edu/grandchallengescholars/ Arizona State University, Ira A. Fulton School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24839.aspx Australian National University]
*[http://www.bucknell.edu/GCSP.xml Bucknell University, Bucknell College of Engineering]
*[http://engineering.cua.edu/GrandChallenge/GCScholars.cfm Catholic University of America, School of Engineering]
*[http://www6.cityu.edu.hk/cse/cms/content.aspx?id=20160921102510&lang=en City University of Hong Kong]
*[http://www.grandchallengescholars.org/sites/grandchallengescholars.org/files/Clemson-grand-challenge-scholars-final.docx Clemson University, College of Engineering and Science]
*[http://inside.mines.edu/Grand-Challenges-Home Colorado School of Mines]
*[http://drexel.edu/engineering/programs/undergraduate/naegc-scholars/ Drexel University, College of Engineering]
*[http://www.pratt.duke.edu/grandchallengescholars Duke University]
*[http://www.fgcu.edu/Eng/Grand-Challenges-Scholars.html Florida Gulf Coast University, U.A. Whitaker College of Engineering]
*[http://blogs.georgefox.edu/newsreleases/?p=6717 George Fox University, College of Engineering ]
*[http://grandchallenges.gatech.edu/ Georgia Institute of Technology, College of Engineering]
*[http://www.jmu.edu/engineering James Madison University]
*[http://sites.lafayette.edu/grandchallenges/ Lafayette College, Lafayette College]
*[http://coes.latech.edu/students/gcscholars.php Louisiana Tech University, College of Engineering and Science]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24217.aspx Massachusetts Institute of Technology, MIT School of Engineering]
*[https://miamioh.edu/cec/about/centers-institutes/grand-challenge/index.html Miami University, College of Engineering and Computing]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28872.aspx National Chiao Tung University]
*[http://www.eng.nus.edu.sg/edic/gcsp.html National University of Singapore]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/28890.aspx North Carolina Agricultural and Technical State University]
*[http://www.engr.ncsu.edu/grandchallenge/ NC State University, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/20329.aspx North Dakota State University]
*[https://advising.engineering.osu.edu/current-osu-students/honors-scholars-and-gcsp Ohio State University]
*[https://ceat.okstate.edu/sites/default/files/GCSP%20overview%20FINAL.pdf Oklahoma State University, College of Engineering, Architecture and Technology]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14420.aspx Olin College of Engineering]
*[http://en.coe.pku.edu.cn/gcsp/index.htm Peking University]
*[https://www.rit.edu/news/story.php?id=59821 Rochester Institute of Technology, Kate Gleason College of Engineering]
*[https://www.slu.edu/parks/current-students/grand-challenge-scholars.php Saint Louis University]
*[http://www.esf.edu/ere/undergraduate/gcsp/default.htm State University of New York, College of Environmental Science and Forestry, Department of Environmental Resources Engineering]
*[http://www.taylors.edu.my/popup/prosstudents/taylors-grand-challenges-scholar-programme/ Taylor's University, School of Engineering]
*<div>[https://engineering.tamu.edu/programs/gcsp Texas A&M University]</div>
*<div>[http://gcsp.wp.tulane.edu/ Tulane University]</div>
*<div>[http://www.bridgeport.edu/academics/schools-colleges/school-engineering/research/gcsp/ University of Bridgeport]</div>
*[http://www.jacobsschool.ucsd.edu/ UC San Diego, Jacobs School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27031.aspx University of Delaware, College of Engineering]
*[https://ritchieschool.du.edu/gcsp/ University of Denver]
*[http://www.uidaho.edu/engr/degrees-and-programs/grand-challenges University of Idaho, College of Engineering]
*[http://www.engineering.uiowa.edu/current-students/educational-opportunities/grand-challenges-scholars-program University of Iowa, College of Engineering]
*[http://gcsp.umbc.edu/ University of Maryland, Baltimore County, College of Engineering and Information ]
*[http://engineering.unl.edu/aboutus/ University of Nebraska-Lincoln]
*[https://engineering.und.edu/gcsp/ University of North Dakota]
*[https://engineering.nd.edu/gcsp University of Notre Dame]
*[https://sites.up.edu/grandchallenge/ University of Portland]
*[http://www.hajim.rochester.edu/grand-challenges/index.html University of Rochester, Hajim School of Engineering and Applied Sciences]
*[http://viterbi.usc.edu/research/grand-challenges/ University of Southern California, Viterbi School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14452.aspx The University of Tennessee, College of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/14465.aspx The Univerity of Texas at Austin, Cockrell School of Engineering]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/23630.aspx University of Toledo, College of Engineering]</div>
*[https://www.coe.utah.edu/gcsp University of Utah, College of Engineering]
*[https://dev.opengrounds.virginia.edu/content/grand-challenge-scholars-progam University of Virginia, School of Engineering and Applied Sciences]
*<div>[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/27152.aspx West Virginia University, Benjamin M. Statler College of Engineering and Mineral Resources]</div>
*[https://www1.wne.edu/engineering/index.cfm?selection=doc.8328 Western New England College, School of Engineering]
*[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784/24768.aspx Worcester Polytechnic Institute]

= How to Get Involved =

== Bring it to your Campus ==

Interested in the National Academy of Engineering Grand Challenges Scholars Program? Student or faculty members can contact NAE by going to the [http://www.grandchallengescholars.org/join <span style="font-size: 11pt; font-family: Arial; color: rgb(0, 51, 153); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; vertical-align: baseline; white-space: pre-wrap;">website] <span style="background-color: transparent; font-size: 11pt; font-family: Arial; color: rgb(102, 102, 102); font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">and submitting the required application. All engineering or non-engineering students are welcome to participate in this scholars program as well.

#Join the GCSP Community online!
#Have the Dean of your College, or a representative of the dean, submit the online application form
#Students are able to pick one of the 14 grand challenges as long as it is aligned with the 5 GC curricular components
#After the online form is submitted, you will then prepare a full operational document for submission
#The Steering Committee will review your application and provide feedback (most applicants typically make one revision). When the Steering Committee approves your operational document, you become an official member of the NAE GCSP family!

== Already on your Campus? ==

<span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">If it is already on your campus: You can find out if your campus already has Grand Challenges here: <span style="text-decoration-line: underline; font-size: 10.5pt; font-family: Arial; color: rgb(17, 85, 204); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">[http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx http://www.engineeringchallenges.org/GrandChallengeScholarsProgram/15784.aspx]. <span style="font-size: 10.5pt; font-family: Arial; color: rgb(71, 87, 89); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">Using this link you can find the faculty sponsor for your university, and see updates on what projects they have or are currently tackling.

= History of the Program =

In an effort to shift the paradigm of engineering education, Duke's Pratt School of Engineering, The Franklin W. Olin College of Engineering, and the University of Southern California's Viterbi School of Engineering developed the Grand Challenges concept. In 2009 the NAE began endorsing the program, allowing it to grow internationally as it has today. 

In addition to endorsement by the NAE, former President Barack Obama was presented with a letter of commitment to growing the program to include 122 engineering schools internationally. At this time, GCSP has been implemented in over 40 universities worldwide. 

= Contact Information =

== Project Director ==
<div>'''Randy Atkins'''</div><div>Project Director</div><div>Communications/Media</div><div>National Academy of Engineering</div><div>atkins@nae.edu</div><div>(202) 334 - 1508</div>
== Communications/Media Associate ==
<div>'''Maggie Bartolomeo'''</div><div>National Academy of Engineering</div><div>MBARTOLOMEO@NAE.EDU</div><div>(202)334-2226</div>
== Mailing Address for all locations ==
<div>Keck Center of the National Academies</div><div>500 Fifth Street, NW</div><div>Washington, DC 20001</div>
== Grand Challenge Scholars Committee ==
<div>Important contacts for the administrative committee of the Grand Challenge Scholars Program can be found [http://www.engineeringchallenges.org/14365/committee.aspx here].</div><div> </div><div>Student Contributors: [[Jessica Aldrich|Jessica_Aldrich]], [http://universityinnovation.org/wiki/Michael_Thuis Michael Thuis]</div><div> </div>
[[Category:Resources]]

Fellow:Michael Thuis

2018-01-12T05:20:22Z

Mthuis:

Michael Thuis is a student studying Chemical Engineering at the Colorado School of Mines. 

= Related Links =

[[Colorado School of Mines|Colorado_School_of_Mines]]

[[Grand_Challenges_Scholars_Program,_National_Academy_of_Engineers_(NAE)|Grand_Challenges_Scholars_Program,_National_Academy_of_Engineers_(NAE)]]