University Innovation Fellows - User contributions [en]

Fellow:Hayley Roy Gill

2016-02-19T02:54:48Z

Roygillh:

Hayley is a Biomedical and Electrical Dual Engineering student at Rensselaer Polytechnic Institute. While she is a freshman, her three years of research [[File:Roygill.jpg|thumb|Roygill.jpg]]has given her experience in both designing and hands-on construction. Her most recent project "An Artificial Sensory interface In Blaberus giganteus," involved designing and creating a device that linked the nervous system of a South American Giant Cockroach with electronic sensors. Her research has garnered her many awards including first place in engineering at her regional science fair and a trip to Intel's International Science and Engineering Fair as an alternate. Hayley is a member of the Red & White RPI Student-Alumni Organization, the Biomedical Engineering Society, and Society of Women Engineers. Hayley also serves as a Freshman Representative for the Women's Mentoring Program. This summer Hayley will be working at General Dynamics as a Hardware Engineering Intern. In her free time, Hayley enjoys outdoor activities such as camping, hiking, and running. Inside, she enjoys reading scientific articles, listening to music, and playing videogames.
<div>'''Related Links:'''</div><div> </div><div>[http://universityinnovation.org/wiki/Rensselaer_Polytechnic_Institute_Student_Priorities http://universityinnovation.org/wiki/Rensselaer_Polytechnic_Institute_Student_Priorities]</div><div> </div><div>[http://universityinnovation.org/wiki/Rensselaer_Polytechnic_Institute http://universityinnovation.org/wiki/Rensselaer_Polytechnic_Institute]</div><div> </div><div> </div><div> </div>
[[Category:Student Contributors|h]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-16T02:24:05Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lack ofexposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
**Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations. 
**The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained into engineering education.



 

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan.Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculum ineach department at RPI must be drilled down with this information.

=== '''What We Teach MUST Change.''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skill sets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the Barriers of Success:''' ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 
**Our school lacks a facility where students can work 24hours a day. While we do have some facilities that contain machinery and work tables, most are only open during the hours of 8am-6pm, the exact time when most students are in classes. After interviewing RPI students, it has become apparent that opening a facility open 24 hours would greatly benefit them by giving them an environment where they can work for long periods of time, when they don't have classes, and with other students.
**We are in the process of securing a location in the "J-Building" on campus to serve as a Makerspace. We are continuing to interview students about how much this space would benefit them and how they would like it to be set up.

=== '''OVERALL GOAL FOR RPI:''' ===

'''Change the culture and curriculum of RPI to get more students involved with entrepreneurship and provide a location where students can apply what they have learned to their own personal startups.'''









= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-16T02:22:39Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lack ofexposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations. 
**The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained into engineering education.



 

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan.Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What We Teach MUST Change.''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skill sets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the Barriers of Success:''' ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 
**Our school lacks a facility where students can work 24hours a day. While we do have some facilities that contain machinery and work tables, most are only open during the hours of 8am-6pm, the exact time when most students are in classes. After interviewing RPI students, it has become apparent that opening a facility open 24 hours would greatly benefit them by giving them an environment where they can work for long periods of time, when they don't have classes, and with other students.
**We are in the process of securing a location in the "J-Building" on campus to serve as a Makerspace. We are continuing to interview students about how much this space would benefit them and how they would like it to be set up.

=== '''OVERALL GOAL FOR RPI:''' ===

'''Change the culture and curriculum of RPI to get more students involved with entrepreneurship and provide a location where students can apply what they have learned to their own personal startups.'''









= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T22:22:18Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lack ofexposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations. 
**The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained into engineering education.



 

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan.Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What We Teach MUST Change.''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skill sets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the Barriers of Success:''' ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 
**Our school lacks a facility where students can work 24hours a day. While we do have some facilities that contain machinery and work tables, most are only open during the hours of 8am-6pm, the exact time when most students are in classes. After interviewing RPI students, it has become apparent that opening a facility open 24 hours would greatly benefit them by giving them an environment where they can work for long periods of time, when they don't have classes, and with other students.
**We are in the process of securing a location in the "J-Building" on campus to serve as a Makerspace. We are continuing to interview students about how much this space would benefit them and how they would like it to be set up.

=== '''OVERALL GOAL FOR RPI:''' ===

'''Change the culture and curriculum of RPI to get more students involved with entrepreneurship and provide a location where students can apply what they have learned to their own personal startups.'''









= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T22:21:44Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lack ofexposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations. 
**The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained into engineering education.

 

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan.Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What We Teach MUST Change.''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skill sets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the Barriers of Success:''' ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 
**Our school lacks a facility where students can work 24hours a day. While we do have some facilities that contain machinery and work tables, most are only open during the hours of 8am-6pm, the exact time when most students are in classes. After interviewing RPI students, it has become apparent that opening a facility open 24 hours would greatly benefit them by giving them an environment where they can work for long periods of time, when they don't have classes, and with other students.
**We are in the process of securing a location in the "J-Building" on campus to serve as a Makerspace. We are continuing to interview students about how much this space would benefit them and how they would like it to be set up.

=== '''OVERALL GOAL FOR RPI:''' ===

'''Change the culture and curriculum of RPI to get more students involved with entrepreneurship and provide a location where students can apply what they have learned to their own personal startups.'''









= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T21:41:20Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lackof exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations.
**= Expanding Innovation & Entrepreneurship on Campus = == Needs, Mindsets, Ideas & Potential Action Items for Advancement == #The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained intoengineering education.

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan. HER LEADERSHIP MUST BE EMPHASIZED. Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What We Teach MUST Change.''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skillsets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the Barriers of Success:''' ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 

'''OVERALL GOAL:''' '''Change the culture and curriculum of RPI to get more students involved with entrepreneurship and provide a location where students can apply what they have learned to their own personal startups.'''







= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T21:37:53Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lackof exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations.
**= Expanding Innovation & Entrepreneurship on Campus = == Needs, Mindsets, Ideas & Potential Action Items for Advancement == #The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained intoengineering education.

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan. HER LEADERSHIP MUST BE EMPHASIZED. Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What We Teach MUST Change.''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skillsets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the Barriers of Success:''' ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 

'''OVERALL GOAL:''' '''Change the culture and curriculum of RPI to get more students involved with entrepreneurship and provide a location where students can apply what they have learned to their own personal startups.'''







= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T21:37:35Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lackof exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations.
**= Expanding Innovation & Entrepreneurship on Campus = == Needs, Mindsets, Ideas & Potential Action Items for Advancement == #The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained intoengineering education.

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan. HER LEADERSHIP MUST BE EMPHASIZED. Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What We Teach MUST Change''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skillsets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the Barriers of Success:''' ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 

'''OVERALL GOAL:''' '''Change the culture and curriculum of RPI to get more students involved with entrepreneurship and provide a location where students can apply what they have learned to their own personal startups.'''







= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T21:37:11Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lackof exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations.
**= Expanding Innovation & Entrepreneurship on Campus = == Needs, Mindsets, Ideas & Potential Action Items for Advancement == #The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained intoengineering education.

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan. HER LEADERSHIP MUST BE EMPHASIZED. Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What we teach MUST change''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skillsets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the Barriers of Success:''' ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 

'''OVERALL GOAL:''' '''Change the culture and curriculum of RPI to get more students involved with entrepreneurship and provide a location where students can apply what they have learned to their own personal startups.'''







= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T21:36:23Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lackof exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations.
**= Expanding Innovation & Entrepreneurship on Campus = == Needs, Mindsets, Ideas & Potential Action Items for Advancement == #The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained intoengineering education.

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan. HER LEADERSHIP MUST BE EMPHASIZED. Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What we teach MUST change''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skillsets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the barriers of success?'''  ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 

'''OVERALL GOAL:''' '''Change the culture and curriculum of RPI to get more students involved with entrepreneurship and provide a location where students can apply what they have learned to their own personal startups.'''







= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T21:34:55Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lackof exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations.
**= Expanding Innovation & Entrepreneurship on Campus = == Needs, Mindsets, Ideas & Potential Action Items for Advancement == #The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained intoengineering education.

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan. HER LEADERSHIP MUST BE EMPHASIZED. Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What we teach MUST change''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skillsets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the barriers of success?'''  ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 

'''OVERALL GOAL:''' '''Change the culture of RPI and get more students involved with entrepreneurship and innovation initiatives on campus and provide a location where students can apply what they have learned on campus to their own personal startups.'''







= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T21:31:15Z

Roygillh:

=== ===

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lackof exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>
=== ===

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations.
**= Expanding Innovation & Entrepreneurship on Campus = == Needs, Mindsets, Ideas & Potential Action Items for Advancement == #The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained intoengineering education.

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan. HER LEADERSHIP MUST BE EMPHASIZED. Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What we teach MUST change''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== ===

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skillsets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.
 ===

=== '''Overcoming the barriers of success?'''  ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 

'''OVERALL GOAL:''' '''Change the culture of RPI and get more students involved with entrepreneurship and innovation initiatives on campus and provide a location where students can apply what they have learned on campus to their own personal startups.'''







= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T21:28:41Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lackof exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>
=== ===

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations.
**= Expanding Innovation & Entrepreneurship on Campus = == Needs, Mindsets, Ideas & Potential Action Items for Advancement == #The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained intoengineering education.

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan. HER LEADERSHIP MUST BE EMPHASIZED. Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What we teach MUST change''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skillsets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''Overcoming the barriers of success?'''  ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 

'''OVERALL GOAL:''' '''Change the culture of RPI and get more students involved with entrepreneurship and innovation initiatives on campus and provide a location where students can apply what they have learned on campus to their own personal startups.'''







= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T21:27:33Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lackof exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>
=== ===

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations.
**= Expanding Innovation & Entrepreneurship on Campus = == Needs, Mindsets, Ideas & Potential Action Items for Advancement == #The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained intoengineering education.

=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan. HER LEADERSHIP MUST BE EMPHASIZED. Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.

=== '''What we teach MUST change''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skillsets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.

=== '''What are the barriers to succeeding?'''  ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

*Creating a location for students to collaborate on school work, independent studies, and startups. 

'''OVERALL GOAL:''' '''Change the culture of RPI and get more students involved with entrepreneurship and innovation initiatives on campus and provide a location where students can apply what they have learned on campus to their own personal startups.'''







= '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Priorities:Rensselaer Polytechnic Institute Student Priorities

2016-02-15T21:25:00Z

Roygillh:

=== Overview: ===

The Innovation and Entrepreneurship Landscape Canvas at Rensselaer Polytechnic Institute is relatively well-established but is severely lacking in student involvement This lack of involvement stems from a lackof exposure to the resources available on campus and an unclear "access point" for students to begin their involvement in the I&E Ecosystem at Rensselaer. 

Though there is a lack of involvement, Rensselaer clearly values entrepreneurship, as indicated by an excerpt of The Rensselaer Plan found below:

'''"It is imperative that Rensselaer students learn about opportunities to get involved in entrepreneurial pursuits early on in their college career in order for Rensselaer to effectively achieve the goals stated in the Rensselaer Plan." (The Rensselaer Plan - 6.1 Entrepreneurship Education and Research)'''
<div>Entrepreneurship is a way of life that springs from fundamental education and research programs. We work to infuse understanding and encouragement of entrepreneurship through all schools and programs. </div>
=== ===

=== '''Our Plan:''' ===

*Expand the Institute’s fundamental research activity in technological entrepreneurship and the management of innovation.
***Teach the fundamentals of entrepreneurship — and intrapreneurship — to students across all majors, establishing a general curriculum requirement in this area.
**Expand opportunities for students to create innovation by increasing the number of hands-on courses, such as: Introduction to Engineering Design, Inventors Studio, and Multidisciplinary Design Laboratory; programs such as Product Design and Innovation, and competitions such as the Formula SAE car project.
**Provide opportunities for students to work in settings where technology is being commercialized, such as entrepreneurial faculty projects, internships, and co-op experiences.
**Create opportunities in the Rensselaer Union and in the residence halls for students to propose, design, and implement projects, processes, and organizations.
**= Expanding Innovation & Entrepreneurship on Campus = == Needs, Mindsets, Ideas & Potential Action Items for Advancement == #The joint venture between the NCIIA and Epicenter is all about '''values '''and '''empowering''' students, with the goal of bringing ideas to life that will be beneficial to society and to the economy. Values such as raising people, especially the most needy, out of poverty and helping them fulfill their potential. These are the kind of values that students must be empowered with and that must be ingrained intoengineering education.



=== Why does RPI curriculum need to be revamped? ===

A majority of RPI student want to make a difference in the world. They want to change it for the better for billions of people. But, they must be equipped with the right skill sets in order to do so. Innovative and entrepreneurial thinking must be better ingrained into their education. They must learn that TECHNOLOGY has the ability to play a critical role in solving these kinds of problems. Leveraging the power of smartphones, sensors, and the Internet is key in order to create DISRUPTIVE TECHNOLOGIES for health, education, environment, and raising the standard of living. Integrating these values into engineering education is key to empowering students to develop a strong sense of empathy and a passionate desire to take action.

*Some key books that are value-driven, which state that work must be based on clear values are:
**''How Will You Value Your Life'' - Clayton Christianson
**''Start with Why'' - Michael Sinek

Students and professors must be fully aware of the fact that t'''he world has changed'''. Acknowledgment is not enough. RPI has an opportunity to be one of the LEADERS in using technology to benefit billions of people. Dr. Shirley Ann Jackson, the President of RPI, has made innovation and entrepreneurship one of the key goals in the Refresh Rensselaer Plan. HER LEADERSHIP MUST BE EMPHASIZED. Her input, and that of the Provost and the Deans at RPI must be heard. Their suggestions regarding the efforts to expand the ecosystem of innovation and entrepreneurship at RPI must be noted and vocalized; the department heads and heads of curriculumin each department at RPI must be drilled down with this information.



=== '''What we teach MUST change''' ===

''' '''Professor Tina Seelig said it beautifully in her Innovation Engineer talk - we must learn how to think in the terms of  "? + ? = 10" not "5 + 5 = ?". Sure, “engineers make sure bridges don’t fall down," it is their responsibility. But engineers can also create ''new ways to communicate'', ''new paths to education'', and ''new technology ''that makes it possible for any one person, anywhere in the world, to get the best possible healthcare and education.

Another beautiful example is Max Little's TED talk about Parkinson’s diagnosis. His innovation is '''massively scalable''', continues to learn, and costs essentially nothing. Shouldn’t healthcare, education, and opportunity fit the same requirements? Why aren't students stretched to reach for the ideal in their designs?

=== It is so very important to provide students with '''the right skills.''' ===

 “Knowledge and Thoroughness” is the current RPI motto, along with "Why not change the world?" But what will, and should, the new motto be?  "Change the world" is too vague and does not adequately point out the '''threats '''posed by inequalities. Students need to learn to see opportunities without being told what to do, and they need to make their visions into reality. They can't sit back asking "Why not change the world?" but rather, they need to sit back and say "How can I change the world?" "What is the next step?" "What difference can I make TODAY?" and "Am I doing work that is making an impact? Am I building the skillsets I need?"

Technology must be focused on making life better for the 99%, not for the elite and their fancier kitchens, cars, or toys. If students learn to focus on the most needy, then everyone can use the technology. There are many people right in North Troy, New York who are struggling to survive.  THEY are our customers, not the 1%.
 ===

=== '''What are the barriers to succeeding?'''  ===

=== 1) School Curriculum ===

The Early Adopters and Getting the Movement Started

* Faculty Reach
** The''' '''faculty certainly have not been forced to think differently like this, but they MUST now be encouraged to think differently
**Start with a few faculty members - the “early adopters” - who will introduce creativity, opportunity-finding, innovation, and an entrepreneurial ATTITUDE into their courses.

=== 2) Events that Promote Entrepreneurship ===

* Events that Inspire
**Encourage students to take their academics more seriously, and look at their learning as an opportunity to develop their portfolio of skill sets that will equip them with the tools to make a difference in the world. 
**Gain support from alumni and from companies who hire RPI graduates.
**Reach out to companies that advise each of the departments on campus and get input on changing the curriculum.

=== 3) Maker Space ===

'''OVERALL GOAL:''' '''Change the culture of RPI and get more students involved with entrepreneurship and innovation initiatives on campus and provide a location where students can apply what they have learned on campus to their own personal startups.'''







 = '''Related Links''' = [[Meghan Olson|'''Meghan Olson''']] [http://universityinnovation.org/wiki/Ray_Parker Ray Parker] [[Rensselaer Polytechnic Institute|'''Rensselaer Polytechnic Institute''']] [[Category:Student Priorities|Student_Priorities]]

Fellow:Hayley Roy Gill

2016-02-12T19:30:23Z

Roygillh:

http://universityinnovation.org/images/5/53/Roygill.jpg
























 


















Hayley Roy Gill is a Biomedical and Electrical Duel Engineering student at Rensselaer Polytechnic <span class="details" style="margin: 0px 0px 10px; padding: 0px; color: rgb(51, 51, 51); font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 18px; display: inline-block;">Institute. While she is a freshman, her three years of research has given her experience in both designing and hands-on construction. Her most recent project "An Artificial Sensory interface In Blaberus giganteus," involved designing and creating a device that linked the nervous system of a South American Giant Cockroach with electronic sensors. Her research has garnered her many awards including first place in engineering at her regional science fair and a trip to Intel's International Science and Engineering Fair as an alternate. Hayley is a member of the Red & White RPI Student-Alumni Organization, the Biomedical Engineering Society, and Society of Women Engineers. Hayley also serves as a Freshman Representative for the Women's Mentoring Program. This summer Hayley will be working at General Dynamics as a Hardware Engineering Intern. In her free time, Hayley enjoys outdoor activities such as camping, hiking, and running. Inside, she enjoys reading scientific articles, listening to music, and playing videogames.
<div>'''Related Links:'''</div><div> </div><div>[http://universityinnovation.org/wiki/Rensselaer_Polytechnic_Institute_Student_Priorities http://universityinnovation.org/wiki/Rensselaer_Polytechnic_Institute_Student_Priorities]</div><div> </div><div>[http://universityinnovation.org/wiki/Rensselaer_Polytechnic_Institute http://universityinnovation.org/wiki/Rensselaer_Polytechnic_Institute]</div><div> </div><div> </div><div>[[Category:StudentContributors|h]]</div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div>

Fellow:Hayley Roy Gill

2016-02-12T19:22:54Z

Roygillh: Created page with "<span class="ng-scope" style="margin: 0px; padding: 0px; color: rgb(51, 51, 51); font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 18p..."

Hayley Roy Gill is a Biomedical and Electrical Duel Engineering student at Rensselaer Polytechnic <span class="details" style="margin: 0px 0px 10px; padding: 0px; color: rgb(51, 51, 51); font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 18px; display: inline-block;">Institute. While she is a freshman, her three years of research has given her experience in both designing and hands-on construction. Her most recent project "An Artificial Sensory interface In Blaberus giganteus," involved designing and creating a device that linked the nervous system of a South American Giant Cockroach with electronic sensors. Her research has garnered her many awards including first place in engineering at her regional science fair and a trip to Intel's International Science and Engineering Fair as an alternate. Hayley is a member of the Red & White RPI Student-Alumni Organization, the Biomedical Engineering Society, and Society of Women Engineers. Hayley also serves as a Freshman Representative for the Women's Mentoring Program. This summer Hayley will be working at General Dynamics as a Hardware Engineering Intern. In her free time, Hayley enjoys outdoor activities such as camping, hiking, and running. Inside, she enjoys reading scientific articles, listening to music, and playing videogames.
http://universityinnovation.org/images/5/53/Roygill.jpg<span class="details" style="margin: 0px 0px 10px; padding: 0px; color: rgb(51, 51, 51); font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; line-height: 18px; display: inline-block;"><div>   </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div> </div><div>'''Related Links:'''</div><div> </div><div>http://universityinnovation.org/wiki/Rensselaer_Polytechnic_Institute_Student_Priorities</div><div> </div><div>http://universityinnovation.org/wiki/Rensselaer_Polytechnic_Institute</div><div> </div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div>

File:Roygill.jpg

2016-02-12T19:15:04Z

Roygillh:

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:57:38Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is                         greater positions of authority. you a chance to prototype your presentation and make connections with administrators                            who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[[File:Graph idea.png]]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(1).png http://universityinnovation.org/wiki/File:Pasted_image_0_(1).png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[[File:Face.png]]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simplecart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.

Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.
</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:56:34Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is                         greater positions of authority. you a chance to prototype your presentation and make connections with administrators                            who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[[File:Graph idea.png]]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

http://universityinnovation.org/wiki/File:Pasted_image_0_(1).png

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[[File:Face.png]]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.

Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.
</div>
[[Category:Discover]]

File:Pasted image 0 (1).png

2016-01-22T03:51:26Z

Roygillh: Roygillh uploaded a new version of "File:Pasted image 0 (1).png"

Garbage can prototype

File:Pasted image 0 (2).png

2016-01-22T03:50:27Z

Roygillh: Roygillh uploaded a new version of "File:Pasted image 0 (2).png"

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:49:10Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is                         greater positions of authority. you a chance to prototype your presentation and make connections with administrators                            who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png <img src="/images/c/cf/Graph_idea.png" _fck_mw_filename="Graph idea.png" alt="" />]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playinga scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png<img src="/images/6/6b/Face.png" _fck_mw_filename="Face.png" alt="" />]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.

Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.
</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:48:21Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is                         greater positions of authority. you a chance to prototype your presentation and make connections with administrators                            who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png[[File:Graph idea.png]]]

























Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playinga scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png[[File:Face.png]]]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.

Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.
</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:46:42Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is                         greater positions of authority. you a chance to prototype your presentation and make connections with administrators                            who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.

Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.
</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:44:47Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is                         greater positions of authority. you a chance to prototype your presentation and make connections with administrators                            who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:44:26Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is                         greater positions of authority. you a chance to prototype your presentation and make connections with administrators                         who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:43:57Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is                         greater positions of authority. you a chance to prototype your presentation and make                         connections with administrators who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:43:27Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is greater                         greater positions of authority. you a chance to prototype your presentation and make                         connections with administrators who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:40:55Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is greater                         greater positions of authority. you a chance to prototype your presentation and make                         connections with administrators who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

 Teach Design Thinking:

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:40:11Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can iintroduce you to leadership is greater                         positions of authority. you a chance to prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

 Teach Design Thinking:

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:39:15Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can                         introduce you to leadership is greater positions of authority. you a chance to prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

 Teach Design Thinking:

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyzes a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:38:17Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give                         you a chance to prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions of authority.                         you a chance to prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

 Teach Design Thinking:

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:37:34Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give you a chance to prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions of authority.                         you a chance to prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

 Teach Design Thinking:

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:36:46Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can                          be smart to start having sessions with your faculty and administrators from your academic program or major. This will give you a chance to prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

 Teach Design Thinking:

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:36:02Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can be smart to start having sessions with your faculty and administrators from your academic program or major. This will give you a chance to prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

 Teach Design Thinking:

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!

<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:34:41Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1. Find a date when another leadership event is going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2. Mini break out session within existing meeting

a. Find another university-wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can be smart to start                        having sessions with your faculty and administrators from your academic program or major. This will give you a chance to                          prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions                    of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

 Teach Design Thinking:

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!



<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:31:50Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories



Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions,  you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1.Find a date when another leadership event going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2.Mini break out session within existing meeting

a. Find another university wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can be smart to start                        having sessions with your faculty and administrators from your academic program or major. This will give you a chance to                          prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions                    of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

 Teach Design Thinking:

The first step of this workshop is to teach the professors the process of Design Thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[http://universityinnovation.org/wiki/File:Graph_idea.png http://universityinnovation.org/wiki/File:Graph_idea.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!


<div>
'''SUCCESS STORIES'''

[http://universityinnovation.org/wiki/File:Face.png http://universityinnovation.org/wiki/File:Face.png]

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-22T03:30:30Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

'''Contents''' 

#Introduction
#Goals and Purpose
#Stakeholder and Set Up / Logistics
#Curriculum and How to Teach 
#Success Stories

Introduction

              Tanner Wheadon, a UI Fellow, hosted a design thinking workshop with professors and faculty to address challenges faced at his university.  This workshop included an overview of the design thinking process as well as icebreaking activities to break people out of their shells and encourage collaboration in ways that do not normally occur.  It was introducing this new idea of design thinking that led faculty at Tanner’s university, Utah Valley University, to work towards implementing solutions created during the workshop.

'''Goals and Purpose'''

              In hosting a design thinking workshop, one of the first decisions made has to be the purpose of the workshop.  For Tanner, his goal was to bring people together who wouldn’t normally work in the same room and collaborate in an interactive way that they wouldn’t in other situations.  This is simply an example of a goal, some questions to help you find the goal for your design thinking workshop are:

1.       Who are you attempting to target?

          a.       Faculty?

          b.      Students?

          c.       The campus culture?

2.       What is the faculty’s current stance towards design thinking?

          a.       If it is supportive:

                    i.      Do you want to build on that attitude?

                   ii.      Do you want faculty to buy into the idea that this is a beneficial thing for students to learn?

                  iii.      Do you want faculty to work with each other in more a productive manner to create solutions to problems faced

                            at the university?

          b.      If it is not supportive:

                    i.      Do you want faculty to understand the idea behind design thinking?

                   ii.      Why do the faculty need to buy into the idea of design thinking?

3.       What impact are you trying to produce?

From these questions you can work towards defining a purpose and goal for your design thinking workshop.

'''Stakeholder and Set Up / Logistics'''

If you want to put on an executive leadership design thinking workshop like Tanner, one of the first hurdles to jump to your mind is probably getting everyone in the room.

       1.Find a date when another leadership event going on

                a. Tanner was able to find out that there was a leadership training event going on at his school focusing on innovation. The great                      thing about leveraging one of these events is the people are already there and you just need to show up with your curriculum.

       2.Mini break out session within existing meeting

a. Find another university wide administrative meeting. At some universities this can be called university council or administrative council. You can find this information on the committees section of your universities’ website. Send an email to the committee chair and let them know what you are wanting to do.

         3. Contacting event planning personal within your president’s office.

                a. Most University presidents or provosts’ office will have an event planning and coordinating staff. If you are able to get the                           approval of your president or provost, this staff should work with your to put on and coordinate the

       4. Putting on smaller event with leadership from your college or department

                   a. If you are just beginning as a fellow on your campus and do not have relationships with high level leadership, it can be smart to start                        having sessions with your faculty and administrators from your academic program or major. This will give you a chance to                          prototype your presentation and make connections with administrators who can introduce you to leadership is greater positions                    of authority.

       5. Using residential life as a stepping stone to other leaders

              a. Residential life departments are always looking for interesting events and trainings to put on for students and their staffs.                           Putting on a good event for a dorm community or group of RA’s can be a great way to get on the radar of residential life                             administrators who might want to use your example.

       6. Building trust and respect on your campus

            a. One of the major things that allowed Tanner to succeed is he had a track record of successful workshops on his campus. He                      started small, teaching freshman classes or covering for a teacher who had a sick day. For over a year he served his campus                    and built up good will with administrators around his university who saw he was truly passionate about this topic.

            b. Though you may not have a year to begin working around your campus, you can start putting on innovation workshops for your                   peers and serving your campus community today. This will build good will that will be reciprocated back to you in the future.

      7. Setting up the event independently

           a. If you have to set up the event independently, there are a few key logistical things to keep in mind.

                 i. Identify your target list of attendees and email them early. The key administrators you want at your event have very busy                           calendars maintained by assistants that set events months in advance. I would email all parties you are interested in                                 attending at least 2 months in advance and send follow up emails if you do not hear back.

              ii. Room availability. You need to begin by doing an inventory of what spaces on campus have all the equipment your need                             (movable desks, white boards, ect) and it large enough to hold everyone you want to attend. These rooms are also scheduled                     months in advance so find your campus’s space scheduler and lock up your date before you start sending out personal                               invitations.

                iii. Find sources of funding for food. It would be great to have cookies, finger foods, or even a light lunch at your event, but you                        certainly don’t want to foot the bill for this yourself. Talk with your college’s dean, UIF sponsor, and campus’s innovation                            center about sources of possible funding for this.

           b. Once you have your room reserved, guest list invited, and preparations for food, all that is left is preparing your curriculum and                     self to put on a great workshop the day of. 

Curriculum and How to Teach

 Teach Design Thinking:

The first step of this workshop is to teach the professors the process of design thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

http://universityinnovation.org/wiki/File:Graph_idea.png

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

 By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

 

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

 They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!
<div>
'''SUCCESS STORIES'''

http://universityinnovation.org/wiki/File:Face.png

The tips on this Wiki were inspired by Tanner Wheadon, a University Innovation Fellow from the Spring 2015 cohort.He hosted a Design Thinking Workshop at his university, Utah Valley University, where he is studying Technology Management.Tanner also teaches small innovation workshops at UVU, sometimes even during general-ed classes. Tanner’s Design Thinking Workshop that he hosted for his university’s leadership was focused on simple cart that he had purchased through the university for about $400-$500. He filled this cart with “rapid prototyping supplies”. With this cart, Tanner essentially had a classroom with wheels! This is how he would go around to different classrooms to have innovation/design thinking workshops.

As explained in the above information, Tanner started by doing basic Design Thinking activities, and later, having the participants apply this mindset to their everyday environment. By doing this, Tanner was getting the participants to be more open-minded before trying to solve real problems. After hosting the Design thinking Workshop, and presenting his cart to faculty and staff, Tanner had great response. Tanner’s (originally) 5-7 year plan for his make space soon turned into a 3-year plan by the university, and in the meantime, Tanner was even offered spaces around campus to host workshops by the faculty members who participated in his workshop.
Much of Tanner’s success came from not taking “no” for an answer, and finding an innovative way to work around barriers. Because of his persistence and passion for Design Thinking, Tanner made a lot of headway into his plan. Instead of sitting around and waiting, Tanner hosted his Design Thinking Workshop for university leadership, which in turn, helped to make progress on getting a makerspace for him to host more workshops.If you are ever struggling with your university leadership not understanding the importance of Design Thinking and Innovation on your campus, we hope you will refer to the above tips, so you can become another success story! Tanner is living proof that hosting Design Thinking Workshop can be wildly successful and make a huge impact on campus.</div>
[[Category:Discover]]

File:Face.png

2016-01-22T03:27:59Z

Roygillh:

File:Graph idea.png

2016-01-22T03:23:45Z

Roygillh:

Resource:How to engage the university leadership in a design thinking workshop

2016-01-21T00:51:19Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory Category]: |Discover]]

Introduction

           What is this workshop? Who will you be teaching?

Goal and purpose

           What do we want to accomplish? What impacts do we want to hhttp://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQave?

           This workshop is great if you don’t have enough money or space. A course to solve world problems.

Communications and Event Set Up

           How to find stakeholders and show them you are worth their time

           How to get the right people in one room

Curriculum and How to Teach

           

Teach Design Thinking: The first step of this workshop is to teach the professors the process of design thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg]

[http://universityinnovation.org/wiki/File:Pasted_image_0.png http://universityinnovation.org/wiki/File:Pasted_image_0.png]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8 https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8]

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

 By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

 [https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI]

[http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png]

 They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!
<div> </div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-21T00:50:50Z

Roygillh:

[http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ%5B%5BCategory]: |Discover]]

Introduction

           What is this workshop? Who will you be teaching?

Goal and purpose

           What do we want to accomplish? What impacts do we want to hhttp://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQave?

           This workshop is great if you don’t have enough money or space. A course to solve world problems.

Communications and Event Set Up

           How to find stakeholders and show them you are worth their time

           How to get the right people in one room

Curriculum and How to Teach

           

Teach Design Thinking: The first step of this workshop is to teach the professors the process of design thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg]

http://universityinnovation.org/wiki/File:Pasted_image_0.png

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8 https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8]

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

 By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

 [https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI]

http://universityinnovation.org/wiki/File:Pasted_image_0_(2).png

 They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!
<div> </div>
[[Category:Discover]]

File:Pasted image 0 (2).png

2016-01-21T00:50:09Z

Roygillh:

File:Pasted image 0.png

2016-01-21T00:49:35Z

Roygillh:

Resource:How to engage the university leadership in a design thinking workshop

2016-01-21T00:48:29Z

Roygillh:

http://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQ[[Category: |Discover]]

Introduction

           What is this workshop? Who will you be teaching?

Goal and purpose

           What do we want to accomplish? What impacts do we want to hhttp://universityinnovation.org/extensions/WYSIWYG/ckeditor/skins/kama/images/noimage.png?t=B49E5BQave?

           This workshop is great if you don’t have enough money or space. A course to solve world problems.

Communications and Event Set Up

           How to find stakeholders and show them you are worth their time

           How to get the right people in one room

Curriculum and How to Teach

           

Teach Design Thinking: The first step of this workshop is to teach the professors the process of design thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8 https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8]

[http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png]

 By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

 [https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI]

 They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!
<div> </div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-21T00:46:42Z

Roygillh:

[[Category: |Discover]]

Introduction

           What is this workshop? Who will you be teaching?

Goal and purpose

           What do we want to accomplish? What impacts do we want to have?

           This workshop is great if you don’t have enough money or space. A course to solve world problems.

Communications and Event Set Up

           How to find stakeholders and show them you are worth their time

           How to get the right people in one room

Curriculum and How to Teach

           

Teach Design Thinking: The first step of this workshop is to teach the professors the process of design thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8 https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8]

http://universityinnovation.org/images/e/e6/Pasted_image_0_%281%29.png

 By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

 [https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI]

 They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!
<div> </div>
[[Category:Discover]]

File:Pasted image 0 (1).png

2016-01-21T00:40:29Z

Roygillh: Garbage can prototype

Garbage can prototype

Resource:How to engage the university leadership in a design thinking workshop

2016-01-21T00:17:04Z

Roygillh:

[[Category: |Discover]]

Introduction

           What is this workshop? Who will you be teaching?

Goal and purpose

           What do we want to accomplish? What impacts do we want to have?

           This workshop is great if you don’t have enough money or space. A course to solve world problems.

Communications and Event Set Up

           How to find stakeholders and show them you are worth their time

           How to get the right people in one room

Curriculum and How to Teach

           

Teach Design Thinking: The first step of this workshop is to teach the professors the process of design thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8 https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8]

 By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

 [https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI]

 They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!
<div> </div>
[[Category:Discover]]

Resource:How to engage the university leadership in a design thinking workshop

2016-01-21T00:16:17Z

Roygillh:

[[Category: |Discover]]



Introduction

           What is this workshop? Who will you be teaching?

Goal and purpose

           What do we want to accomplish? What impacts do we want to have?

           This workshop is great if you don’t have enough money or space. A course to solve world problems.

Communications and Event Set Up

           How to find stakeholders and show them you are worth their time

           How to get the right people in one room

Curriculum and How to Teach

           

Teach Design Thinking: The first step of this workshop is to teach the professors the process of design thinking. Knowing design thinking for themselves will allow the staff to pinpoint many problems that might not be visible to students such as you!

[https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg https://lh3.googleusercontent.com/v8QfvdH-z-F-eeNz1Z81TgOSYfFkAVz-I1LrXoB3rs102H6rVilaJNrq_CSmm4ngEzycMxqotKBW5M41z-C76D8Dw0XdotNlybIc_IaedsTv0OdFdavsWUqqCyyxLeISKqXGwZbg]

Explain the steps of design thinking to the professors. Following the explanation, engage them in activities that allow them to truly comprehend the process. One way is having them analyses a basic concept or object with the design thinking process. For example, one could use a garbage can as the object to be analyzed. Have the staff use the design thinking process to pinpoint problems that may be associated with garbage cans and their users. After they discuss a few problems, they should the come up with some solutions such as changes that can be made to the garbage can design or use. After figuring out ideas that solve the problems, encourage the professors to prototype their solutions. It is great to have a variety of rapid prototyping supplies such as markers, paper, cardboard, glue tape, and clay at the workshop. Have them make a physical model or  demonstrate a use by role playing a scene. If possible, they should try to test these new designs or uses with other individuals at the workshop.

[https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8 https://lh3.googleusercontent.com/lEWVYg18SnUKHIbuQXh48WSAtq1_uJXj6lH7DlgD-jFoHFl0LQbKL-qWK7j-Zm3GsBS7f0jGtYAEX-OjWjhYjlp9fXKbfWVzkcA4969nfXUSN1TzF1rVl4Vw4IuyjUgqmGb0WaC8]

 By teaching the members the process of design thinking through a fun and simple example, they become enthusiastic and invested in the process. After the professors have mastered design thinking, it is time to have them apply it to education. Have them define educational problems themselves. By defining these problems on their own, they become more familiar with the process and will come up with some problems you likely hadn’t even spotted. Have them formulate solutions and discuss them amongst themselves. Remember that one goal of this workshop is to encourage more involvement and collaboration between staff members.

 [https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI https://lh5.googleusercontent.com/xQCQkgYoXX1XldJeLJh70hSr3Fx9jbicdXxl_frgfDizDGOAbgB1649fFIn0ZdpOl5n9Od0v3iGQx1q3xFzSrEupkKpCRTolacCnkYTF161vXK2wmb9JQ1ae-J-CBqo_YP4P4SNI]

 They should prototype and attempt to test their solutions just like they did with the garbage can example. It is important to note that there are many ways to ‘prototype,’ it doesn't always involve some physical model or device. You can have them act out a solution or draw out a plan or layout. Encourage creativity and collaboration!
<div> </div>
[[Category:Discover]]