University Innovation Fellows - User contributions [en]

Fellow:Srikar Kashyap Pulipaka

2021-03-25T11:16:32Z

SrikarKashyap: updates to my profile.

[[File:SrikarKashyapProfilePicture.jpg|thumb|Srikar Kashyap in 2017]]
'''Srikar Kashyap Pulipaka ''' is a senior year Computer Science undergraduate student at [http://kluniversity.in K L University], India. Although hailing from Hyderabad, he has traveled extensively and got to live in 5 cities. Srikar moved to Vijayawada in 2014 to pursue Engineering at K L University and resides there as of this writing (October 2017)

''Find more at [http://linkedin.com/in/srikarkashyap LinkedIn]

== RELATED LINKS ==

K L University University Innovation Fellows Fall 2017:

*[[V. N. Sandeep Vemulapalli|Venkata Naga Sandeep Vemulapalli]]
*[[Srikar_Kashyap_Pulipaka|'''Srikar Kashyap Pulipaka''']]
*[[Chaitanya Krishna Kasaraneni|'''Chaitanya Krishna Kasaraneni''']]
*[[Surya Sai Mourya Kosaraju|'''Surya Sai Mourya Kosaraju''']]

 [[K L University|K L University Campus Overview]] [[K L University Student Priorities]] [https://www.youtube.com/watch?v=9DLFYLqya0w K L University Fall 2017 Pitch Video]

[https://docs.google.com/spreadsheets/d/1mZfkeE7q9_pncHkcy_vghQVoxkp3o6Zis2PSurAu59Y/edit?usp=sharing K L University Fall 2017 Landscape Canvas]

[[Category:Student Contributors|Student_Contributors]]
[[Category:K_L_University_(2017_Fall_cohort)]]
[[Category:Student_Contributors]]
{{CatTree|K_L_University}}

Fellow:Surya Sai Mourya Kosaraju

2017-10-20T14:09:49Z

SrikarKashyap: /* RELATED LINKS */

[[File:Surya.jpg|thumb]]

Surya is a final year Computer Science student in K L University.

He was born in state of Andhra Pradesh of India. Up untill 6th grade, he grew up in India after which he moved to the United States in 2008. After graduating from high school in 2014, he moved back to India.

He believes that having compassion brings out the innovation within a person.

Surya is a strong promoter of Open Source technologies and has contributed to the community by teaching and conduting sessions on Open Source technologies in his university's Open Source group.

== RELATED LINKS ==

K L University University Innovation Fellows Fall 2017:

*[[Surya Sai Mourya Kosaraju|'''Surya Sai Mourya Kosaraju''']]
*[[V._N._Sandeep_Vemulapalli|Venkata Naga Sandeep Vemulapalli]]
*[[Srikar Kashyap Pulipaka]]
*[[Chaitanya Krishna Kasaraneni|'''Chaitanya Krishna Kasaraneni''']]
 
[[K L University|K L University Campus Overview]] 
[[K L University Student Priorities]] 
[https://www.youtube.com/watch?v=9DLFYLqya0w K L University Fall 2017 Pitch Video]
[https://docs.google.com/spreadsheets/d/1mZfkeE7q9_pncHkcy_vghQVoxkp3o6Zis2PSurAu59Y/edit?usp=sharing K L University Fall 2017 Landscape Canvas]
 
[[Category:Student Contributors|Student_Contributors]]

Fellow:Chaitanya Krishna Kasaraneni

2017-10-20T14:09:42Z

SrikarKashyap: /* RELATED LINKS */

[[File:Kck.jpg|thumb|Kck.jpg]]

Chaitanya Krishna Kasaraneni, is a final year Computer Science undergraduate student at [http://kluniversity.in/   K L University], India. He believes Design Thinking is the way forward for Higher Education in the World.
Chaitanya Krishna got introduced to student activities early in his first year and has since worked extensively to organize various co-curricular and extracurricular programs at his University. He currently serves as the Vice President of [http://klufocus.in/ FOCUS (Forum of Computer Upcoming Scholars)], the student body of Computer Science. He is also a founding member of the University Open Source Group and an active developer of [https://wiki.kluniversity.in/ K L University Wiki], currently in Beta version. Chaitanya is a passionate follower of Open Source technologies and has introduced various FOSS technologies like Git, GitHub, MediaWiki to the society by organizing an series of workshops and technical talks. He is the Incharge for [https://meta.wikimedia.org/wiki/MediaWiki_Club,_India MediaWiki Club, India] KL University Chapter,a technical club that aims to bridge the technological gap that exists in the Wikipedia Contributor base of India.Chaitanya is a part of the [http://i.imgur.com/bPT8BAH.jpg Winning Team] (Communications Vertical) at the [https://corporateinnovation.berkeley.edu/open-innovation-hackathon UC Berkeley Open Innovation Hackathon India] in August 2017. He is interested in transforming the Education curriculum of the undergraduates, especially freshmen so as to keep up with the rapid pace of the current world and make a mark for themselves.Find more at [https://www.linkedin.com/in/chaitanyakasaraneni LinkedIn] or [https://kck1710.github.io/ Timeline].
== RELATED LINKS ==

K L University University Innovation Fellows Fall 2017:

*[[V._N._Sandeep_Vemulapalli|Venkata Naga Sandeep Vemulapalli]]
*[[Srikar Kashyap Pulipaka]]
*[[Chaitanya Krishna Kasaraneni|'''Chaitanya Krishna Kasaraneni''']]
*[[Surya Sai Mourya Kosaraju|'''Surya Sai Mourya Kosaraju''']]
 
[[K L University|K L University Campus Overview]] 
[[K L University Student Priorities]] 
[https://www.youtube.com/watch?v=9DLFYLqya0w K L University Fall 2017 Pitch Video]
[https://docs.google.com/spreadsheets/d/1mZfkeE7q9_pncHkcy_vghQVoxkp3o6Zis2PSurAu59Y/edit?usp=sharing K L University Fall 2017 Landscape Canvas]
 
[[Category:Student Contributors|Student_Contributors]]

Fellow:V. N. Sandeep Vemulapalli

2017-10-20T14:09:34Z

SrikarKashyap:

[[File:Sandeep.jpg|thumb]]

Sandeep Vemulapalli was born and raised in the state of Andhra Pradesh. He has always been involved ipn the entrepreneurial activities in our university. Additionally, he serves as the President of FOCUS, one of the largest student bodies of K L University. When it comes to academics, he has won the Academic Excellence Award in 2015.

He is also inspired by Sundar Pichai, the Chief Executive Officer at Google and he wants to reach the height of success at same level as Sundar Pichai. Due to this inspiration, he co-founded a startup Trixon Games, one of the earliest startups in K L University where he now acts as the Director. 

He went on to co-organize TEDxKLU, the first of it's kind in Andhra Pradesh. Sandeep has received multiple prizes in Technical Competitions, the most notable being Winner Team (Communications Vertical) at the UC Berkeley Open Innovation Hackathon India in August 2017.

As Student Cordinator of Samyak 2016, a National Level Techno-Management Fest which is conducted in K L Universiity, he has guided his team towards huge success.

== RELATED LINKS ==

K L University University Innovation Fellows Fall 2017:

*[[V._N._Sandeep_Vemulapalli|Venkata Naga Sandeep Vemulapalli]]
*[[Srikar Kashyap Pulipaka]]
*[[Chaitanya Krishna Kasaraneni|'''Chaitanya Krishna Kasaraneni''']]
*[[Surya Sai Mourya Kosaraju|'''Surya Sai Mourya Kosaraju''']]
 
[[K L University|K L University Campus Overview]] 
[[K L University Student Priorities]] 
[https://www.youtube.com/watch?v=9DLFYLqya0w K L University Fall 2017 Pitch Video]
[https://docs.google.com/spreadsheets/d/1mZfkeE7q9_pncHkcy_vghQVoxkp3o6Zis2PSurAu59Y/edit?usp=sharing K L University Fall 2017 Landscape Canvas]
 
[[Category:Student Contributors|Student_Contributors]]

Fellow:Srikar Kashyap Pulipaka

2017-10-20T14:09:04Z

SrikarKashyap: /* RELATED LINKS */

[[File:SrikarKashyapProfilePicture.jpg|thumb|Srikar Kashyap in 2017]]
'''Srikar Kashyap Pulipaka ''', popularly known as '''Wiki''' or '''Mr.Wikipedia''' across the campus, is a senior year Computer Science undergraduate student at [http://kluniversity.in K L University], India. Although hailing from Hyderabad, he has traveled extensively and got to live in 5 cities. Srikar moved to Vijayawada in 2014 to pursue Engineering at K L University and resides there as of this writing. Srikar is a strong advocate of Open Education and Knowledge, partly due to his association with the Wikipedia Movement. He believes Experiential learning and Design Thinking are the way forward for Higher Education in the World.

Srikar Kashyap got introduced to student activities early in his first year and has since worked extensively to organize various co-curricular and extra-curricular programs at his University. He currently serves as the Associate President of [http://klufocus.in FOCUS (Forum of Upcoming Computer Scholars)], the student body of Computer Science. He is also a founding member of the University Open Source Group and has founded the [https://moodle.kluniversity.in/wiki/index.php/Main_Page K L University Wiki], currently in Beta phase. Srikar is a fervent advocate of Open Source technologies and has introduced various FOSS technologies like Git, GitHub, MediaWiki to the populace by organizing an array of workshops and technical talks.

In addition to University life, Srikar is a veteran Wikipedia contributor, having made his first edit back in 2011. He has over 25,000 contributions to various articles spread across four languages and multiple domains. He primarily writes on Military, Economic and Entertainment affairs and is one of the senior-most Wikipedia Military Historians from India. He has previously served as an intern at [http://wiki.wikimedia.in Wikimedia India], the national chapter of Wikimedia Foundation. He is the Co-founder of [https://meta.wikimedia.org/wiki/MediaWiki_Club,_India MediaWiki Club, India], a technical club that aims to bridge the technological gap that exists in the Wikipedia Contributor base of India.

Srikar has been a recipient of many awards and accomplishments. He was the [http://wiki.wikimedia.in/Featured_Wikimedian Featured Wikimedian of the Month] in June 2013 at a record age of 16. In addition, he secured an All India Rank (AIR) of 40 with a percentile of 99.7 at the National Creative Aptitude Test (NCAT) 2016. Srikar has received multiple prizes in Technical Competitions, the most notable being [http://i.imgur.com/bPT8BAH.jpg Winner Team] (Communications Vertical) at the [https://corporateinnovation.berkeley.edu/open-innovation-hackathon UC Berkeley Open Innovation Hackathon India] in August 2017. He is interested in transforming the Education curriculum of the undergraduates, especially freshmen so as to keep up with the rapid pace of the current world and make a mark for themselves. 

''Find more at [http://linkedin.com/in/srikarkashyap LinkedIn] or [http://gotresume.net/srikarkashyap Long Resume]''

== RELATED LINKS ==

K L University University Innovation Fellows Fall 2017:

*[[V._N._Sandeep_Vemulapalli|Venkata Naga Sandeep Vemulapalli]]
*[[Srikar Kashyap Pulipaka]]
*[[Chaitanya Krishna Kasaraneni|'''Chaitanya Krishna Kasaraneni''']]
*[[Surya Sai Mourya Kosaraju|'''Surya Sai Mourya Kosaraju''']]
 
[[K L University|K L University Campus Overview]] 
[[K L University Student Priorities]] 
[https://www.youtube.com/watch?v=9DLFYLqya0w K L University Fall 2017 Pitch Video]
[https://docs.google.com/spreadsheets/d/1mZfkeE7q9_pncHkcy_vghQVoxkp3o6Zis2PSurAu59Y/edit?usp=sharing K L University Fall 2017 Landscape Canvas]
[[Category:Student Contributors|Student_Contributors]]

School:K L University

2017-10-20T14:04:23Z

SrikarKashyap: /* RELATED LINKS */

== Overview ==
[[File:KLUniversitylogo.png|300px|right]]
'''K L University''' (officially the '''Koneru Lakshmiah Education Foundation''') is a private university at Vaddeswaram near Vijayawada, Andhra Pradesh, India. Originally established as K L College of Engineering in 1985, it was upgraded to a university in 2009. With over 6 schools, 11 academic departments and 16,000 students in a serene and lush green 100 acre campus, K L University offers an enriching learning experience.

K L University is consistently ranked as the best university in all of Andhra Pradesh and as one of the top 10 private universities in India. It has robust infrastructural facilities and a budding entrepreneurship cell.

== Promoting Student Innovation and Entrepreneurship ==
=== Entrepreneurship Cell ===
[[File:KLU CIIE responsibilities.png|300px|thumbnail|right|Entrepreneurship Cell responsibilities]]
The KLU Centre for Innovation, Incubation and Entrepreneurship (CIIE) was established in 2013 to foster and catalyse the innovation and entrepreneurship ecosystem at the university. It has produced well over two dozens of startups in the last couple of years including a few which have already broken even. The CIIE conducts an array of awareness sessions and contests to identify potential entrepreneurs and provides academic benefits to the students as well. Final year undergraduate students have the option to pursue an entrepreneurial venture instead of a regular major project, where the CIEE will provide the space and seed capital until the startup grows to a self-sustaining phase.

=== Academic Support ===
There had been limited academic support to back entrepreneurship and innovation so far with only a single full time course dedicated to Entrepreneurship. However, all the students have option to pursue two certificate courses (of 40 hours duration) in the course of their study which inculcate the basics of innovation and entrepreneurship.

However, the students who venture out with a startup are given many concessions and facilities by the university. These include
* 20 percent attendance per semester
* Option to consider their startup as the mandatory major project, thereby providing them lots of free time.
* Space in the campus to setup their operations centre.

=== Inspiration ===
[[File:TEDxKLU.jpeg|thumbnail|left|300px|TEDxKLU 2017]]
An array of events are held in the campus throughout the year to inspire students to take up entrepreneurial and innovative ventures. Some of them are

*'''TEDxKLU''': The inaugural edition was held in March 2017 by K.Sudeepthi. The diverse set of speakers included many self-made entrepreneurs and innovative designers. The next edition is scheduled in late 2017/early 2018.
*'''Alumni Talk series''': Conceived and sponsored by the Department of Alumni relations, these (usually) monthly talks includes speakers who have been successful in their respective fields. Past speakers included employees of IBM, Amazon, Facebook, Instagram and many startup founders.
*'''Other programs''': Many other sporadic programs include the KLU Women's Forum, Distinguished speaker series and others.

=== Pitch events/programs ===
The annual pitch events and programs of the Entrepreneurship cell include

*'''Startup Rendezvous''': The annual flagship startup event of the Entrepreneurship Cell held over 2 days. Include many guest lectures by successful entrepreneurs/alumni and idea pitch sessions.
*'''Monthly Ideathons''': Held monthly providing an opportunity for students to pitch their ideas to the management and start a venture.
*'''Make in KLU''': A development program aimed at identifying and developing startups that run from the university.

== Encouraging Faculty Innovation and Entrepreneurship ==
K L University has a robust faculty research and innovation programs. There are tens of faculties with patents and hundreds more with research publications in reputed global journals. There are over 31 research labs across 12 departments that catalyse the research activity. The faculty are currently undertaking sponsored projects worth ₹2 crore with ₹1 crore worth projects already completed.

== Landscape Canvas Fall 2017 ==
[https://docs.google.com/spreadsheets/d/1mZfkeE7q9_pncHkcy_vghQVoxkp3o6Zis2PSurAu59Y/edit#gid=0 Landscape Canvas - Fall 2017 (debut cohort)]

== RELATED LINKS ==

K L University University Innovation Fellows Fall 2017:

*[[V._N._Sandeep_Vemulapalli|Venkata Naga Sandeep Vemulapalli]]
*[[Srikar Kashyap Pulipaka]]
*[[Chaitanya Krishna Kasaraneni|'''Chaitanya Krishna Kasaraneni''']]
*[[Surya Sai Mourya Kosaraju|'''Surya Sai Mourya Kosaraju''']]
 
[[K L University|K L University Campus Overview]] 
[[K L University Student Priorities]] 
[https://www.youtube.com/watch?v=9DLFYLqya0w K L University Fall 2017 Pitch Video]

[[Category:Universities]]

Priorities:K L University Student Priorities

2017-10-20T14:03:43Z

SrikarKashyap: /* Related Links */

== Overview ==
[[File:KLUniversitylogo.png|300px|right]]
'''K L University''' (officially the '''Koneru Lakshmiah Education Foundation''') is a private university at Vaddeswaram near Vijayawada, Andhra Pradesh, India. Originally established as K L College of Engineering in 1985, it was upgraded to a university in 2009. With over 6 schools, 11 academic departments and 16,000 students in a serene and lush green 100 acre campus, K L University offers an enriching learning experience.

K L University is consistently ranked as the best university in all of Andhra Pradesh and as one of the top 10 private universities in India. It has robust infrastructural facilities and a budding entrepreneurship cell.

== Priorities Fall 2017 (debut cohort) ==
# How might we inculcate the entrepreneurial mindset from the first year itself and introduce more academic courses catering to innovation and entrepreneurship?
# How might we streamline the student bodies and activities in the university and activate the dormant clubs with less proper direction and leadership?
# How might we Increase the awareness about the facilities and resources currently available at the University?
# How might we increase awareness of trends in technology to students earlier so that they are able to learn in an effective/efficient manner?
# Design an Innovation Studio in the campus to foster innovative design and facilitate rapid prototyping.

== Priority #1 ==
=== Statement ===
How might we inculcate the entrepreneurial mindset from the first year itself and introduce more academic courses catering to innovation and entrepreneurship?
=== Solutions ===
# Student developed and led online courses that talk about topics not covered in academics.
# I & E talk series: A series of monthly/bi-weekly talks by seasoned entrepreneurs of the state/city via online webinars.
# Inspire Hour - A hour of TED talks/movies followed by discussions after working hours conducted weekly to inspire the students.
# Rural Internships and field trips integrated into academics to inculcate practical and innovative thinking.
# Innovation Grants/Awards: A series of awards and rewards given at the end of each semester for various topics like Most Innovative Paper, Most Innovative Project etc.

== Priority #2 ==
=== Statement ===
How might we streamline the student bodies and activities in the university and activate the dormant clubs with less proper direction and leadership?
=== Solutions ===
# Proper resource sharing between the groups so that the resource usage is increased and the student bodies have access to better facilities than they have.
# Club merchandising which not only stimulates college spirit but also a sense of responsibility.
# Make sure that students develop life-long transferable skills.
# Mapping branchwise opportunities of student activities and ensuring no collision.
# Encouraging student bodies to have team building activities and brainstorming sessions to attain the sense of team and leadership.
# Student Council: Introduce an ombudsman student council to regulate and oversee the plethora of student activity bodies in the university. Introduce Student Innovation Council as one of the branches of this council.

== Priority #3 ==
=== Statement ===
How might we Increase the awareness about the facilities and resources currently available at the University?
=== Solutions ===
# Awareness Sessions - Seniors conduct these sessions on existing facilities and resources that are present in the university.
# Auditory Course - A course with a series of videos which truly introduce the student to the university on a personal and professional level. Any opportunities that need to be grabbed and complex situations that freshmen may face will be addressed here.
# Amalgamate the resources provided by the university and government and present them in an efficient way.
# KLU Innovation Fellows: Internal students who will be acting as point of contact (POC) for all the resources available in the university.

== Priority #4 ==
=== Statement ===
How might we increase awareness of trends in technology to students earlier so that they are able to learn in an effective/efficient manner?
=== Solutions ===
# 1st KLU Hackathon - Introduce monthly theme based hackathons to inculcate the feeling of building things faster and prototyping.
# Webinars on latest technologies: Conducting webinars and short talks on emerging trends by featured students / alumni / industry professionals.
# PiedPiper(A Tech Magazine) - Summarizes the latest trends in technology. Programming languages and software that need to be learnt.

== Priority #5 ==
=== Statement ===
Introduction of KLU Design Studio and Makerspace (makeshift studio in a few months - permanent location in an year)

== Landscape Canvas Fall 2017 ==
[https://docs.google.com/spreadsheets/d/1mZfkeE7q9_pncHkcy_vghQVoxkp3o6Zis2PSurAu59Y/edit#gid=0 Landscape Canvas - Fall 2017 (debut cohort)]

== RELATED LINKS ==

K L University University Innovation Fellows Fall 2017:

*[[V._N._Sandeep_Vemulapalli|Venkata Naga Sandeep Vemulapalli]]
*[[Srikar Kashyap Pulipaka]]
*[[Chaitanya Krishna Kasaraneni|'''Chaitanya Krishna Kasaraneni''']]
*[[Surya Sai Mourya Kosaraju|'''Surya Sai Mourya Kosaraju''']]
 
[[K L University|K L University Campus Overview]] 
[[K L University Student Priorities]] 
[https://www.youtube.com/watch?v=9DLFYLqya0w K L University Fall 2017 Pitch Video]

[[Category:Student Priorities|k]]

School:K L University

2017-10-20T14:03:25Z

SrikarKashyap: update links

Fellow:Surya Sai Mourya Kosaraju

2017-10-20T14:02:53Z

SrikarKashyap: update links

Fellow:Chaitanya Krishna Kasaraneni

2017-10-20T14:02:34Z

SrikarKashyap: update links

Fellow:V. N. Sandeep Vemulapalli

2017-10-20T14:02:18Z

SrikarKashyap: update links

Fellow:Srikar Kashyap Pulipaka

2017-10-20T14:02:06Z

SrikarKashyap: fix link

Fellow:Srikar Kashyap Pulipaka

2017-10-20T14:01:34Z

SrikarKashyap: add more links

[[File:SrikarKashyapProfilePicture.jpg|thumb|Srikar Kashyap in 2017]]
'''Srikar Kashyap Pulipaka ''', popularly known as '''Wiki''' or '''Mr.Wikipedia''' across the campus, is a senior year Computer Science undergraduate student at [http://kluniversity.in K L University], India. Although hailing from Hyderabad, he has traveled extensively and got to live in 5 cities. Srikar moved to Vijayawada in 2014 to pursue Engineering at K L University and resides there as of this writing. Srikar is a strong advocate of Open Education and Knowledge, partly due to his association with the Wikipedia Movement. He believes Experiential learning and Design Thinking are the way forward for Higher Education in the World.

Srikar Kashyap got introduced to student activities early in his first year and has since worked extensively to organize various co-curricular and extra-curricular programs at his University. He currently serves as the Associate President of [http://klufocus.in FOCUS (Forum of Upcoming Computer Scholars)], the student body of Computer Science. He is also a founding member of the University Open Source Group and has founded the [https://moodle.kluniversity.in/wiki/index.php/Main_Page K L University Wiki], currently in Beta phase. Srikar is a fervent advocate of Open Source technologies and has introduced various FOSS technologies like Git, GitHub, MediaWiki to the populace by organizing an array of workshops and technical talks.

In addition to University life, Srikar is a veteran Wikipedia contributor, having made his first edit back in 2011. He has over 25,000 contributions to various articles spread across four languages and multiple domains. He primarily writes on Military, Economic and Entertainment affairs and is one of the senior-most Wikipedia Military Historians from India. He has previously served as an intern at [http://wiki.wikimedia.in Wikimedia India], the national chapter of Wikimedia Foundation. He is the Co-founder of [https://meta.wikimedia.org/wiki/MediaWiki_Club,_India MediaWiki Club, India], a technical club that aims to bridge the technological gap that exists in the Wikipedia Contributor base of India.

Srikar has been a recipient of many awards and accomplishments. He was the [http://wiki.wikimedia.in/Featured_Wikimedian Featured Wikimedian of the Month] in June 2013 at a record age of 16. In addition, he secured an All India Rank (AIR) of 40 with a percentile of 99.7 at the National Creative Aptitude Test (NCAT) 2016. Srikar has received multiple prizes in Technical Competitions, the most notable being [http://i.imgur.com/bPT8BAH.jpg Winner Team] (Communications Vertical) at the [https://corporateinnovation.berkeley.edu/open-innovation-hackathon UC Berkeley Open Innovation Hackathon India] in August 2017. He is interested in transforming the Education curriculum of the undergraduates, especially freshmen so as to keep up with the rapid pace of the current world and make a mark for themselves. 

''Find more at [http://linkedin.com/in/srikarkashyap LinkedIn] or [http://gotresume.net/srikarkashyap Long Resume]''

== RELATED LINKS ==

K L University University Innovation Fellows Fall 2017:

*[[Venkata Naga Sandeep Vemulapalli]]
*[[Srikar Kashyap Pulipaka]]
*[[Chaitanya Krishna Kasaraneni|'''Chaitanya Krishna Kasaraneni''']]
*[[Surya Sai Mourya Kosaraju|'''Surya Sai Mourya Kosaraju''']]
 
[[K L University|K L University Campus Overview]] 
[[K L University Student Priorities]] 
[https://www.youtube.com/watch?v=9DLFYLqya0w K L University Fall 2017 Pitch Video]

Priorities:K L University Student Priorities

2017-10-19T17:37:31Z

SrikarKashyap: related links

== Overview ==
[[File:KLUniversitylogo.png|300px|right]]
'''K L University''' (officially the '''Koneru Lakshmiah Education Foundation''') is a private university at Vaddeswaram near Vijayawada, Andhra Pradesh, India. Originally established as K L College of Engineering in 1985, it was upgraded to a university in 2009. With over 6 schools, 11 academic departments and 16,000 students in a serene and lush green 100 acre campus, K L University offers an enriching learning experience.

K L University is consistently ranked as the best university in all of Andhra Pradesh and as one of the top 10 private universities in India. It has robust infrastructural facilities and a budding entrepreneurship cell.

== Priorities Fall 2017 (debut cohort) ==
# How might we inculcate the entrepreneurial mindset from the first year itself and introduce more academic courses catering to innovation and entrepreneurship?
# How might we streamline the student bodies and activities in the university and activate the dormant clubs with less proper direction and leadership?
# How might we Increase the awareness about the facilities and resources currently available at the University?
# How might we increase awareness of trends in technology to students earlier so that they are able to learn in an effective/efficient manner?
# Design an Innovation Studio in the campus to foster innovative design and facilitate rapid prototyping.

== Priority #1 ==
=== Statement ===
How might we inculcate the entrepreneurial mindset from the first year itself and introduce more academic courses catering to innovation and entrepreneurship?
=== Solutions ===
# Student developed and led online courses that talk about topics not covered in academics.
# I & E talk series: A series of monthly/bi-weekly talks by seasoned entrepreneurs of the state/city via online webinars.
# Inspire Hour - A hour of TED talks/movies followed by discussions after working hours conducted weekly to inspire the students.
# Rural Internships and field trips integrated into academics to inculcate practical and innovative thinking.
# Innovation Grants/Awards: A series of awards and rewards given at the end of each semester for various topics like Most Innovative Paper, Most Innovative Project etc.

== Priority #2 ==
=== Statement ===
How might we streamline the student bodies and activities in the university and activate the dormant clubs with less proper direction and leadership?
=== Solutions ===
# Proper resource sharing between the groups so that the resource usage is increased and the student bodies have access to better facilities than they have.
# Club merchandising which not only stimulates college spirit but also a sense of responsibility.
# Make sure that students develop life-long transferable skills.
# Mapping branchwise opportunities of student activities and ensuring no collision.
# Encouraging student bodies to have team building activities and brainstorming sessions to attain the sense of team and leadership.
# Student Council: Introduce an ombudsman student council to regulate and oversee the plethora of student activity bodies in the university. Introduce Student Innovation Council as one of the branches of this council.

== Priority #3 ==
=== Statement ===
How might we Increase the awareness about the facilities and resources currently available at the University?
=== Solutions ===
# Awareness Sessions - Seniors conduct these sessions on existing facilities and resources that are present in the university.
# Auditory Course - A course with a series of videos which truly introduce the student to the university on a personal and professional level. Any opportunities that need to be grabbed and complex situations that freshmen may face will be addressed here.
# Amalgamate the resources provided by the university and government and present them in an efficient way.
# KLU Innovation Fellows: Internal students who will be acting as point of contact (POC) for all the resources available in the university.

== Priority #4 ==
=== Statement ===
How might we increase awareness of trends in technology to students earlier so that they are able to learn in an effective/efficient manner?
=== Solutions ===
# 1st KLU Hackathon - Introduce monthly theme based hackathons to inculcate the feeling of building things faster and prototyping.
# Webinars on latest technologies: Conducting webinars and short talks on emerging trends by featured students / alumni / industry professionals.
# PiedPiper(A Tech Magazine) - Summarizes the latest trends in technology. Programming languages and software that need to be learnt.

== Priority #5 ==
=== Statement ===
Introduction of KLU Design Studio and Makerspace (makeshift studio in a few months - permanent location in an year)

== Landscape Canvas Fall 2017 ==
[https://docs.google.com/spreadsheets/d/1mZfkeE7q9_pncHkcy_vghQVoxkp3o6Zis2PSurAu59Y/edit#gid=0 Landscape Canvas - Fall 2017 (debut cohort)]

== Related Links ==
'''Fall 2017 Fellow candidates'''
* [[Srikar Kashyap Pulipaka]]
* [[Surya Sai Mourya Kosaraju]]
* [[Chaitanya Krishna Kasaraneni]]
* [[Sandeep Vemulapalli]]

[[Category:Student Priorities|k]]

Priorities:K L University Student Priorities

2017-10-03T23:58:04Z

SrikarKashyap:

== Overview ==
[[File:KLUniversitylogo.png|300px|right]]
'''K L University''' (officially the '''Koneru Lakshmiah Education Foundation''') is a private university at Vaddeswaram near Vijayawada, Andhra Pradesh, India. Originally established as K L College of Engineering in 1985, it was upgraded to a university in 2009. With over 6 schools, 11 academic departments and 16,000 students in a serene and lush green 100 acre campus, K L University offers an enriching learning experience.

K L University is consistently ranked as the best university in all of Andhra Pradesh and as one of the top 10 private universities in India. It has robust infrastructural facilities and a budding entrepreneurship cell.

== Priorities Fall 2017 (debut cohort) ==
# How might we inculcate the entrepreneurial mindset from the first year itself and introduce more academic courses catering to innovation and entrepreneurship?
# How might we streamline the student bodies and activities in the university and activate the dormant clubs with less proper direction and leadership?
# How might we Increase the awareness about the facilities and resources currently available at the University?
# How might we increase awareness of trends in technology to students earlier so that they are able to learn in an effective/efficient manner?
# Design an Innovation Studio in the campus to foster innovative design and facilitate rapid prototyping.

== Priority #1 ==
=== Statement ===
How might we inculcate the entrepreneurial mindset from the first year itself and introduce more academic courses catering to innovation and entrepreneurship?
=== Solutions ===
# Student developed and led online courses that talk about topics not covered in academics.
# I & E talk series: A series of monthly/bi-weekly talks by seasoned entrepreneurs of the state/city via online webinars.
# Inspire Hour - A hour of TED talks/movies followed by discussions after working hours conducted weekly to inspire the students.
# Rural Internships and field trips integrated into academics to inculcate practical and innovative thinking.
# Innovation Grants/Awards: A series of awards and rewards given at the end of each semester for various topics like Most Innovative Paper, Most Innovative Project etc.

== Priority #2 ==
=== Statement ===
How might we streamline the student bodies and activities in the university and activate the dormant clubs with less proper direction and leadership?
=== Solutions ===
# Proper resource sharing between the groups so that the resource usage is increased and the student bodies have access to better facilities than they have.
# Club merchandising which not only stimulates college spirit but also a sense of responsibility.
# Make sure that students develop life-long transferable skills.
# Mapping branchwise opportunities of student activities and ensuring no collision.
# Encouraging student bodies to have team building activities and brainstorming sessions to attain the sense of team and leadership.
# Student Council: Introduce an ombudsman student council to regulate and oversee the plethora of student activity bodies in the university. Introduce Student Innovation Council as one of the branches of this council.

== Priority #3 ==
=== Statement ===
How might we Increase the awareness about the facilities and resources currently available at the University?
=== Solutions ===
# Awareness Sessions - Seniors conduct these sessions on existing facilities and resources that are present in the university.
# Auditory Course - A course with a series of videos which truly introduce the student to the university on a personal and professional level. Any opportunities that need to be grabbed and complex situations that freshmen may face will be addressed here.
# Amalgamate the resources provided by the university and government and present them in an efficient way.
# KLU Innovation Fellows: Internal students who will be acting as point of contact (POC) for all the resources available in the university.

== Priority #4 ==
=== Statement ===
How might we increase awareness of trends in technology to students earlier so that they are able to learn in an effective/efficient manner?
=== Solutions ===
# 1st KLU Hackathon - Introduce monthly theme based hackathons to inculcate the feeling of building things faster and prototyping.
# Webinars on latest technologies: Conducting webinars and short talks on emerging trends by featured students / alumni / industry professionals.
# PiedPiper(A Tech Magazine) - Summarizes the latest trends in technology. Programming languages and software that need to be learnt.

== Priority #5 ==
=== Statement ===
Introduction of KLU Design Studio and Makerspace (makeshift studio in a few months - permanent location in an year)

[[Category:Student Priorities|k]]

Priorities:K L University Student Priorities

2017-10-03T23:56:26Z

SrikarKashyap: add

== Overview ==
[[File:KLUniversitylogo.png|300px|right]]
'''K L University''' (officially the '''Koneru Lakshmiah Education Foundation''') is a private university at Vaddeswaram near Vijayawada, Andhra Pradesh, India. Originally established as K L College of Engineering in 1985, it was upgraded to a university in 2009. With over 6 schools, 11 academic departments and 16,000 students in a serene and lush green 100 acre campus, K L University offers an enriching learning experience.

K L University is consistently ranked as the best university in all of Andhra Pradesh and as one of the top 10 private universities in India. It has robust infrastructural facilities and a budding entrepreneurship cell.

== Priorities Fall 2017 (debut cohort) ==
# How might we inculcate the entrepreneurial mindset from the first year itself and introduce more academic courses catering to innovation and entrepreneurship?
# How might we streamline the student bodies and activities in the university and activate the dormant clubs with less proper direction and leadership?
# How might we Increase the awareness about the facilities and resources currently available at the University?
# How might we increase awareness of trends in technology to students earlier so that they are able to learn in an effective/efficient manner?
# Design an Innovation Studio in the campus to foster innovative design and facilitate rapid prototyping.

== Priority #1 ==
=== Statement ===
How might we inculcate the entrepreneurial mindset from the first year itself and introduce more academic courses catering to innovation and entrepreneurship?
=== Solutions ===
# Student developed and led online courses that talk about topics not covered in academics.
# I & E talk series: A series of monthly/bi-weekly talks by seasoned entrepreneurs of the state/city via online webinars.
# Inspire Hour - A hour of TED talks/movies followed by discussions after working hours conducted weekly to inspire the students.
# Rural Internships and field trips integrated into academics to inculcate practical and innovative thinking.
# Innovation Grants/Awards: A series of awards and rewards given at the end of each semester for various topics like Most Innovative Paper, Most Innovative Project etc.

== Priority #2 ==
=== Statement ===
How might we streamline the student bodies and activities in the university and activate the dormant clubs with less proper direction and leadership?
=== Solutions ===
# Proper resource sharing between the groups so that the resource usage is increased and the student bodies have access to better facilities than they have.
# Club merchandising which not only stimulates college spirit but also a sense of responsibility.
# Make sure that students develop life-long transferable skills.
# Mapping branchwise opportunities of student activities and ensuring no collision.
# Encouraging student bodies to have team building activities and brainstorming sessions to attain the sense of team and leadership.
# Student Council: Introduce an ombudsman student council to regulate and oversee the plethora of student activity bodies in the university. Introduce Student Innovation Council as one of the branches of this council.

== Priority #3 ==
=== Statement ===
How might we Increase the awareness about the facilities and resources currently available at the University?
=== Solutions ===
# Awareness Sessions - Seniors conduct these sessions on existing facilities and resources that are present in the university.
# Auditory Course - A course with a series of videos which truly introduce the student to the university on a personal and professional level. Any opportunities that need to be grabbed and complex situations that freshmen may face will be addressed here.
# Amalgamate the resources provided by the university and government and present them in an efficient way.
# KLU Innovation Fellows: Internal students who will be acting as point of contact (POC) for all the resources available in the university.

== Priority #4 ==
=== Statement ===
How might we increase awareness of trends in technology to students earlier so that they are able to learn in an effective/efficient manner?
=== Solutions ===
# 1st KLU Hackathon - Introduce monthly theme based hackathons to inculcate the feeling of building things faster and prototyping.
# Webinars on latest technologies: Conducting webinars and short talks on emerging trends by featured students / alumni / industry professionals.
# PiedPiper(A Tech Magazine) - Summarizes the latest trends in technology. Programming languages and software that need to be learnt.

[[Category:Student Priorities|k]]

Priorities:K L University Student Priorities

2017-10-03T23:45:19Z

SrikarKashyap:

School:K L University

2017-09-25T02:15:58Z

SrikarKashyap:

== Overview ==
[[File:KLUniversitylogo.png|300px|right]]
'''K L University''' (officially the '''Koneru Lakshmiah Education Foundation''') is a private university at Vaddeswaram near Vijayawada, Andhra Pradesh, India. Originally established as K L College of Engineering in 1985, it was upgraded to a university in 2009. With over 6 schools, 11 academic departments and 16,000 students in a serene and lush green 100 acre campus, K L University offers an enriching learning experience.

K L University is consistently ranked as the best university in all of Andhra Pradesh and as one of the top 10 private universities in India. It has robust infrastructural facilities and a budding entrepreneurship cell.

== Promoting Student Innovation and Entrepreneurship ==
=== Entrepreneurship Cell ===
[[File:KLU CIIE responsibilities.png|300px|thumbnail|right|Entrepreneurship Cell responsibilities]]
The KLU Centre for Innovation, Incubation and Entrepreneurship (CIIE) was established in 2013 to foster and catalyse the innovation and entrepreneurship ecosystem at the university. It has produced well over two dozens of startups in the last couple of years including a few which have already broken even. The CIIE conducts an array of awareness sessions and contests to identify potential entrepreneurs and provides academic benefits to the students as well. Final year undergraduate students have the option to pursue an entrepreneurial venture instead of a regular major project, where the CIEE will provide the space and seed capital until the startup grows to a self-sustaining phase.

=== Academic Support ===
There had been limited academic support to back entrepreneurship and innovation so far with only a single full time course dedicated to Entrepreneurship. However, all the students have option to pursue two certificate courses (of 40 hours duration) in the course of their study which inculcate the basics of innovation and entrepreneurship.

However, the students who venture out with a startup are given many concessions and facilities by the university. These include
* 20 percent attendance per semester
* Option to consider their startup as the mandatory major project, thereby providing them lots of free time.
* Space in the campus to setup their operations centre.

=== Inspiration ===
[[File:TEDxKLU.jpeg|thumbnail|left|300px|TEDxKLU 2017]]
An array of events are held in the campus throughout the year to inspire students to take up entrepreneurial and innovative ventures. Some of them are

*'''TEDxKLU''': The inaugural edition was held in March 2017 by K.Sudeepthi. The diverse set of speakers included many self-made entrepreneurs and innovative designers. The next edition is scheduled in late 2017/early 2018.
*'''Alumni Talk series''': Conceived and sponsored by the Department of Alumni relations, these (usually) monthly talks includes speakers who have been successful in their respective fields. Past speakers included employees of IBM, Amazon, Facebook, Instagram and many startup founders.
*'''Other programs''': Many other sporadic programs include the KLU Women's Forum, Distinguished speaker series and others.

=== Pitch events/programs ===
The annual pitch events and programs of the Entrepreneurship cell include

*'''Startup Rendezvous''': The annual flagship startup event of the Entrepreneurship Cell held over 2 days. Include many guest lectures by successful entrepreneurs/alumni and idea pitch sessions.
*'''Monthly Ideathons''': Held monthly providing an opportunity for students to pitch their ideas to the management and start a venture.
*'''Make in KLU''': A development program aimed at identifying and developing startups that run from the university.

== Encouraging Faculty Innovation and Entrepreneurship ==
K L University has a robust faculty research and innovation programs. There are tens of faculties with patents and hundreds more with research publications in reputed global journals. There are over 31 research labs across 12 departments that catalyse the research activity. The faculty are currently undertaking sponsored projects worth ₹2 crore with ₹1 crore worth projects already completed.

== Landscape Canvas Fall 2017 ==
[https://docs.google.com/spreadsheets/d/1mZfkeE7q9_pncHkcy_vghQVoxkp3o6Zis2PSurAu59Y/edit#gid=0 Landscape Canvas - Fall 2017 (debut cohort)]

== Related Links ==
'''Fall 2017 Fellow candidates'''
* [[Srikar Kashyap Pulipaka]]
* [[Surya Sai Mourya Kosaraju]]
* [[Chaitanya Krishna Kasaraneni]]
* [[Sandeep Vemulapalli]]

 [[Category:Universities]]

School:K L University

2017-09-24T20:10:04Z

SrikarKashyap:

School:K L University

2017-09-24T18:00:20Z

SrikarKashyap: add

File:TEDxKLU.jpeg

2017-09-24T17:24:54Z

SrikarKashyap: TEDxKLU shot

TEDxKLU shot

File:KLU CIIE responsibilities.png

2017-09-24T17:01:57Z

SrikarKashyap: K L University CIIE responsibilities chart

K L University CIIE responsibilities chart

School:K L University

2017-09-23T04:35:45Z

SrikarKashyap:

School:K L University

2017-09-23T03:45:20Z

SrikarKashyap: /* Student Innovation and Entrepreneurship */

School:K L University

2017-09-23T03:26:48Z

SrikarKashyap: add

File:KLUniversitylogo.png

2017-09-23T02:09:47Z

SrikarKashyap:

School:K L University

2017-09-23T02:09:00Z

SrikarKashyap: first ver

== Overview ==
'''K L University''' (officially the '''Koneru Lakshmiah Education Foundation''') is a private university at Vaddeswaram near Vijayawada, Andhra Pradesh, India. Originally established as K L College of Engineering in 1985, it was upgraded to a university in 2009. With over 6 schools and 11 academic departments in a serene and lush green 100 acre campus, K L University offers an enriching learning experience.
 [[Category:Universities]]

Fellow:Srikar Kashyap Pulipaka

2017-09-18T15:24:05Z

SrikarKashyap: fix links

[[File:SrikarKashyapProfilePicture.jpg|thumb|Srikar Kashyap in 2017]]
'''Srikar Kashyap Pulipaka ''', popularly known as '''Wiki''' or '''Mr.Wikipedia''' across the campus, is a senior year Computer Science undergraduate student at [http://kluniversity.in K L University], India. Although hailing from Hyderabad, he has traveled extensively and got to live in 5 cities. Srikar moved to Vijayawada in 2014 to pursue Engineering at K L University and resides there as of this writing. Srikar is a strong advocate of Open Education and Knowledge, partly due to his association with the Wikipedia Movement. He believes Experiential learning and Design Thinking are the way forward for Higher Education in the World.

Srikar Kashyap got introduced to student activities early in his first year and has since worked extensively to organize various co-curricular and extra-curricular programs at his University. He currently serves as the Associate President of [http://klufocus.in FOCUS (Forum of Upcoming Computer Scholars)], the student body of Computer Science. He is also a founding member of the University Open Source Group and has founded the [https://moodle.kluniversity.in/wiki/index.php/Main_Page K L University Wiki], currently in Beta phase. Srikar is a fervent advocate of Open Source technologies and has introduced various FOSS technologies like Git, GitHub, MediaWiki to the populace by organizing an array of workshops and technical talks.

In addition to University life, Srikar is a veteran Wikipedia contributor, having made his first edit back in 2011. He has over 25,000 contributions to various articles spread across four languages and multiple domains. He primarily writes on Military, Economic and Entertainment affairs and is one of the senior-most Wikipedia Military Historians from India. He has previously served as an intern at [http://wiki.wikimedia.in Wikimedia India], the national chapter of Wikimedia Foundation. He is the Co-founder of [https://meta.wikimedia.org/wiki/MediaWiki_Club,_India MediaWiki Club, India], a technical club that aims to bridge the technological gap that exists in the Wikipedia Contributor base of India.

Srikar has been a recipient of many awards and accomplishments. He was the [http://wiki.wikimedia.in/Featured_Wikimedian Featured Wikimedian of the Month] in June 2013 at a record age of 16. In addition, he secured an All India Rank (AIR) of 40 with a percentile of 99.7 at the National Creative Aptitude Test (NCAT) 2016. Srikar has received multiple prizes in Technical Competitions, the most notable being [http://i.imgur.com/bPT8BAH.jpg Winner Team] (Communications Vertical) at the [https://corporateinnovation.berkeley.edu/open-innovation-hackathon UC Berkeley Open Innovation Hackathon India] in August 2017. He is interested in transforming the Education curriculum of the undergraduates, especially freshmen so as to keep up with the rapid pace of the current world and make a mark for themselves. 

''Find more at [http://linkedin.com/in/srikarkashyap LinkedIn] or [http://gotresume.net/srikarkashyap Long Resume]''

== RELATED LINKS ==

K L University University Innovation Fellows Fall 2017:

*[[Venkata Naga Sandeep Vemulapalli]]
*[[Srikar Kashyap Pulipaka]]
*[[Chaitanya Krishna Kasaraneni|'''Chaitanya Krishna Kasaraneni''']]
*[[Surya Sai Mourya Kosaraju|'''Surya Sai Mourya Kosaraju''']]

Fellow:Srikar Kashyap Pulipaka

2017-09-10T05:26:14Z

SrikarKashyap: update links

[[File:SrikarKashyapProfilePicture.jpg|thumb|Srikar Kashyap in 2017]]
'''Srikar Kashyap Pulipaka ''', popularly known as '''Wiki''' or '''Mr.Wikipedia''' across the campus, is a senior year Computer Science undergraduate student at [http://kluniversity.in K L University], India. Although hailing from Hyderabad, he has traveled extensively and got to live in 5 cities. Srikar moved to Vijayawada in 2014 to pursue Engineering at K L University and resides there as of this writing. Srikar is a strong advocate of Open Education and Knowledge, partly due to his association with the Wikipedia Movement. He believes Experiential learning and Design Thinking are the way forward for Higher Education in the World.

Srikar Kashyap got introduced to student activities early in his first year and has since worked extensively to organize various co-curricular and extra-curricular programs at his University. He currently serves as the Associate President of [http://klufocus.in FOCUS (Forum of Upcoming Computer Scholars)], the student body of Computer Science. He is also a founding member of the University Open Source Group and has founded the [https://moodle.kluniversity.in/wiki/index.php/Main_Page K L University Wiki], currently in Beta phase. Srikar is a fervent advocate of Open Source technologies and has introduced various FOSS technologies like Git, GitHub, MediaWiki to the populace by organizing an array of workshops and technical talks.

In addition to University life, Srikar is a veteran Wikipedia contributor, having made his first edit back in 2011. He has over 25,000 contributions to various articles spread across four languages and multiple domains. He primarily writes on Military, Economic and Entertainment affairs and is one of the senior-most Wikipedia Military Historians from India. He has previously served as an intern at [http://wiki.wikimedia.in Wikimedia India], the national chapter of Wikimedia Foundation. He is the Co-founder of [https://meta.wikimedia.org/wiki/MediaWiki_Club,_India MediaWiki Club, India], a technical club that aims to bridge the technological gap that exists in the Wikipedia Contributor base of India.

Srikar has been a recipient of many awards and accomplishments. He was the [http://wiki.wikimedia.in/Featured_Wikimedian Featured Wikimedian of the Month] in June 2013 at a record age of 16. In addition, he secured an All India Rank (AIR) of 40 with a percentile of 99.7 at the National Creative Aptitude Test (NCAT) 2016. Srikar has received multiple prizes in Technical Competitions, the most notable being [http://i.imgur.com/bPT8BAH.jpg Winner Team] (Communications Vertical) at the [https://corporateinnovation.berkeley.edu/open-innovation-hackathon UC Berkeley Open Innovation Hackathon India] in August 2017. He is interested in transforming the Education curriculum of the undergraduates, especially freshmen so as to keep up with the rapid pace of the current world and make a mark for themselves. 

''Find more at [http://linkedin.com/in/srikarkashyap LinkedIn] or [http://gotresume.net/srikarkashyap Long Resume]''

== RELATED LINKS ==

K L University University Innovation Fellows Fall 2017:

*'''Venkata Naga Sandeep Vemulapalli'''
*[[Srikar Kashyap Pulipaka|'''Srikar Kashyap Pulipaka''']]
*[[Chaitanya Krishna Kasaraneni|'''Chaitanya Krishna Kasaraneni''']]
*[[Surya Sai Mourya Kosaraju|'''Surya Sai Mourya Kosaraju''']]

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T21:19:56Z

SrikarKashyap: fix caption

= Need =
The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.

Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis.  Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.
<div></div>
= Objectives and Goals =
The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.
= Why Design thinking? =
[[File:Design_Thinking_components.png|thumb|right|Components of Design Thinking]]
A design thinking background helps students explore their majors in a deeper way.  It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings.
= Academic Permissions =
Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.
= Support =
Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:

1. Students

Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.

2. Faculty

Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.  

3. Administrators

Administration can be difficult to receive support from.  Faculty support and student interests are powerful rhetorics in this instance.  Receiving financial support from the school is also crucial to providing classroom resources and materials.  In previous years, resources for a design thinking course have been conservative and have included low-cost rapid prototyping materials of the likes of post-its, paper, tape, and scissors.
<div></div>
= Faculty =
The faculty or fellows are the instructors who act as facilitators for design thinking, some of their duties include:

* Teaching the students what design thinking is
* Guiding the students through their designs
* Mentoring students throughout their projects
* Inspiring students imagination and creativity

= Students =
[[File:Design Thinking education stationery.jpg|thumb|200px|Some of the commonly used stationery for a Design Thinking course]]
Students who do well in the course could potentially be trained to teach the following year; however, as of now only University Innovation Fellows have been trained to facilitate the course. Georgia Tech Innovation Fellows like Jason Weis are teaching the first iteration of the course specifically for first year Biomedical Engineering students. Students are inspired by the UIF team and their creative lens. Through this design thinking class they are able to show amazing results in the form of prototypes, presentations, and many more.
= Timeline =
The course can be developed as a full semester credit/uncredited course or it could be expressed as a  course of a shorter length. This entirely depends on the time available and student interest. Make sure that the course is a blend of short theoretical lectures and practical hands-on sessions. Start slow and gradually increase the pace of the course as students get a hold of the subject.
= Class Structure =
[[File:Design Thinking Course sample classroom.png|thumbnail|Typical Design Thinking classrooms are similar to the shown room at Georgia Tech]]
The class structure can expand to topics of one introductory course for all majors to help first year students decide a major based on their interests in this design thinking class.

= Grading System =
Depending on whether it would be a credited or uncredited course, adjustments to the grading system can be made. While grades do play a key role in the academic setting, make sure that students do not get obsessed with the grading of this course. Participation must be rewarded by having a certain weightage in the grade. Some of the recommended grading points can be
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Attendance</li>
<li>Classroom participation</li>
<li>Pitchs</li>
<li>Group Discussions</li>
<li>Prototype modelling</li>
</ul>
= Cost =
To create this program there is not much funding needed. The main costs come from the prototyping materials needed throughout the class such as post it notes and paper. This class has minimal cost to the school and the students are expected to buy the “Design Your Life” textbook needed for this class.
= Recommended Resources & Learning Materials =
''Designing Your Life: Build a Life that Works for You'' - William Burnett, Dave Evans ([https://www.amazon.com/Designing-Your-Life-Well-Lived-Joyful/dp/B01K5UD0H4 Amazon US], [https://www.amazon.in/Designing-Your-Life-Well-Lived-Joyful/dp/1101875321 Amazon India])
= Summary =
[[File:Design Thinking Course summary.png|framed|center|A summary of the important aspects of a Design Thinking Course]]

= Contributors =

{| class="wikitable"
|-
| [[Bhavyatha Pandrangi|Bhavyatha Pandrangi]]
| [[Jaran.arroyo|Jaran Arroyo]]
| [[Lexy Foor|Lexy Foor]]
|-
| Sally Todd
| [[Savanna Turner|Savanna Turner]]
| [[Shruthi co|Shruthi co]]
|-
|
| [[Srikar Kashyap Pulipaka|Srikar Kashyap Pulipaka]]
|
|}

[[Category:Guides]]

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T21:13:02Z

SrikarKashyap: another image

= Need =
The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.

Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis.  Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.
<div></div>
= Objectives and Goals =
The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.
= Why Design thinking? =
[[File:Design_Thinking_components.png|thumb|right|Components of Design Thinking]]
A design thinking background helps students explore their majors in a deeper way.  It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings.
= Academic Permissions =
Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.
= Support =
Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:

1. Students

Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.

2. Faculty

Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.  

3. Administrators

Administration can be difficult to receive support from.  Faculty support and student interests are powerful rhetorics in this instance.  Receiving financial support from the school is also crucial to providing classroom resources and materials.  In previous years, resources for a design thinking course have been conservative and have included low-cost rapid prototyping materials of the likes of post-its, paper, tape, and scissors.
<div></div>
= Faculty =
The faculty or fellows are the instructors who act as facilitators for design thinking, some of their duties include:

* Teaching the students what design thinking is
* Guiding the students through their designs
* Mentoring students throughout their projects
* Inspiring students imagination and creativity

= Students =
[[File:Design Thinking education stationery.jpg|thumb|200px|Some of the commonly used stationery for a Design Thinking course]]
Students who do well in the course could potentially be trained to teach the following year; however, as of now only University Innovation Fellows have been trained to facilitate the course. Georgia Tech Innovation Fellows like Jason Weis are teaching the first iteration of the course specifically for first year Biomedical Engineering students. Students are inspired by the UIF team and their creative lens. Through this design thinking class they are able to show amazing results in the form of prototypes, presentations, and many more.
= Timeline =
The course can be developed as a full semester credit/uncredited course or it could be expressed as a  course of a shorter length. This entirely depends on the time available and student interest. Make sure that the course is a blend of short theoretical lectures and practical hands-on sessions. Start slow and gradually increase the pace of the course as students get a hold of the subject.
= Class Structure =
[[File:Design Thinking Course sample classroom.png|thumbnail|Design Thinking classroom at Georgia Tech ]]
The class structure can expand to topics of one introductory course for all majors to help first year students decide a major based on their interests in this design thinking class.
= Grading System =
Depending on whether it would be a credited or uncredited course, adjustments to the grading system can be made. While grades do play a key role in the academic setting, make sure that students do not get obsessed with the grading of this course. Participation must be rewarded by having a certain weightage in the grade. Some of the recommended grading points can be
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Attendance</li>
<li>Classroom participation</li>
<li>Pitchs</li>
<li>Group Discussions</li>
<li>Prototype modelling</li>
</ul>
= Cost =
To create this program there is not much funding needed. The main costs come from the prototyping materials needed throughout the class such as post it notes and paper. This class has minimal cost to the school and the students are expected to buy the “Design Your Life” textbook needed for this class.
= Recommended Resources & Learning Materials =
''Designing Your Life: Build a Life that Works for You'' - William Burnett, Dave Evans ([https://www.amazon.com/Designing-Your-Life-Well-Lived-Joyful/dp/B01K5UD0H4 Amazon US], [https://www.amazon.in/Designing-Your-Life-Well-Lived-Joyful/dp/1101875321 Amazon India])
= Summary =
[[File:Design Thinking Course summary.png|framed|center|A summary of the important aspects of a Design Thinking Course]]

= Contributors =

{| class="wikitable"
|-
| [[Bhavyatha Pandrangi|Bhavyatha Pandrangi]]
| [[Jaran.arroyo|Jaran Arroyo]]
| [[Lexy Foor|Lexy Foor]]
|-
| Sally Todd
| [[Savanna Turner|Savanna Turner]]
| [[Shruthi co|Shruthi co]]
|-
|
| [[Srikar Kashyap Pulipaka|Srikar Kashyap Pulipaka]]
|
|}

[[Category:Guides]]

File:Design Thinking education stationery.jpg

2017-09-08T21:10:06Z

SrikarKashyap: Some common stationery items for a Design Thinking Course catering 1st year students at Universities Image from Pixabay released under CC0 (Creative Commons Zero) by punttim

Some common stationery items for a Design Thinking Course catering 1st year students at Universities

Image from Pixabay released under CC0 (Creative Commons Zero) by punttim

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T21:01:38Z

SrikarKashyap: +image

= Need =
The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.

Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis.  Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.
<div></div>
= Objectives and Goals =
The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.
= Why Design thinking? =
[[File:Design_Thinking_components.png|thumb|right|Components of Design Thinking]]
A design thinking background helps students explore their majors in a deeper way.  It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings.
= Academic Permissions =
Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.
= Support =
Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:

1. Students

Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.

2. Faculty

Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.  

3. Administrators

Administration can be difficult to receive support from.  Faculty support and student interests are powerful rhetorics in this instance.  Receiving financial support from the school is also crucial to providing classroom resources and materials.  In previous years, resources for a design thinking course have been conservative and have included low-cost rapid prototyping materials of the likes of post-its, paper, tape, and scissors.
<div></div>
= Faculty =
The faculty or fellows are the instructors who act as facilitators for design thinking, some of their duties include:

* Teaching the students what design thinking is
* Guiding the students through their designs
* Mentoring students throughout their projects
* Inspiring students imagination and creativity

= Students =
Students who do well in the course could potentially be trained to teach the following year; however, as of now only University Innovation Fellows have been trained to facilitate the course. Georgia Tech Innovation Fellows like Jason Weis are teaching the first iteration of the course specifically for first year Biomedical Engineering students. Students are inspired by the UIF team and their creative lens. Through this design thinking class they are able to show amazing results in the form of prototypes, presentations, and many more.
= Timeline =
The course can be developed as a full semester credit/uncredited course or it could be expressed as a  course of a shorter length. This entirely depends on the time available and student interest. Make sure that the course is a blend of short theoretical lectures and practical hands-on sessions. Start slow and gradually increase the pace of the course as students get a hold of the subject.
= Class Structure =
[[File:Design Thinking Course sample classroom.png|thumbnail|Design Thinking classroom at Georgia Tech ]]
The class structure can expand to topics of one introductory course for all majors to help first year students decide a major based on their interests in this design thinking class.
= Grading System =
Depending on whether it would be a credited or uncredited course, adjustments to the grading system can be made. While grades do play a key role in the academic setting, make sure that students do not get obsessed with the grading of this course. Participation must be rewarded by having a certain weightage in the grade. Some of the recommended grading points can be
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Attendance</li>
<li>Classroom participation</li>
<li>Pitchs</li>
<li>Group Discussions</li>
<li>Prototype modelling</li>
</ul>
= Cost =
To create this program there is not much funding needed. The main costs come from the prototyping materials needed throughout the class such as post it notes and paper. This class has minimal cost to the school and the students are expected to buy the “Design Your Life” textbook needed for this class.
= Recommended Resources & Learning Materials =
''Designing Your Life: Build a Life that Works for You'' - William Burnett, Dave Evans ([https://www.amazon.com/Designing-Your-Life-Well-Lived-Joyful/dp/B01K5UD0H4 Amazon US], [https://www.amazon.in/Designing-Your-Life-Well-Lived-Joyful/dp/1101875321 Amazon India])
= Summary =
[[File:Design Thinking Course summary.png|framed|center|A summary of the important aspects of a Design Thinking Course]]

= Contributors =

{| class="wikitable"
|-
| [[Bhavyatha Pandrangi|Bhavyatha Pandrangi]]
| [[Jaran.arroyo|Jaran Arroyo]]
| [[Lexy Foor|Lexy Foor]]
|-
| Sally Todd
| [[Savanna Turner|Savanna Turner]]
| [[Shruthi co|Shruthi co]]
|-
|
| [[Srikar Kashyap Pulipaka|Srikar Kashyap Pulipaka]]
|
|}

[[Category:Guides]]

File:Design Thinking Course summary.png

2017-09-08T21:00:09Z

SrikarKashyap: A summary of the important aspects of Design Thinking Course How-to article

A summary of the important aspects of Design Thinking Course How-to article

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T20:09:38Z

SrikarKashyap: fixes

== Need ==
The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.

Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis.  Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.
<div></div>
== Objectives and Goals ==
The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.
== Why Design thinking? ==
[[File:Design_Thinking_components.png|thumb|right|Components of Design Thinking]]
A design thinking background helps students explore their majors in a deeper way.  It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings.
== Academic Permissions ==
Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.
== Support ==
Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:

1. Students

Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.

2. Faculty

Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.  

3. Administrators

Administration can be difficult to receive support from.  Faculty support and student interests are powerful rhetorics in this instance.  Receiving financial support from the school is also crucial to providing classroom resources and materials.  In previous years, resources for a design thinking course have been conservative and have included low-cost rapid prototyping materials of the likes of post-its, paper, tape, and scissors.
<div></div>
== Faculty ==
The faculty or fellows are the instructors who act as facilitators for design thinking, some of their duties include:·         Teaching the students what design thinking is·         Guiding the students through their designs·         Mentoring students throughout their projects·         Inspiring students imagination and creativity<div></div>
== Students ==
Students who do well in the course could potentially be trained to teach the following year; however, as of now only University Innovation Fellows have been trained to facilitate the course. Georgia Tech Innovation Fellows like Jason Weis are teaching the first iteration of the course specifically for first year Biomedical Engineering students. Students are inspired by the UIF team and their creative lens. Through this design thinking class they are able to show amazing results in the form of prototypes, presentations, and many more.
== Timeline ==
The course can be developed as a full semester credit/uncredited course or it could be expressed as a  course of a shorter length. This entirely depends on the time available and student interest. Make sure that the course is a blend of short theoretical lectures and practical hands-on sessions. Start slow and gradually increase the pace of the course as students get a hold of the subject.
== Class Structure ==
[[File:Design Thinking Course sample classroom.png|thumbnail|Design Thinking classroom at Georgia Tech ]]
The class structure can expand to topics of one introductory course for all majors to help first year students decide a major based on their interests in this design thinking class.
== Grading System ==
Depending on whether it would be a credited or uncredited course, adjustments to the grading system can be made. While grades do play a key role in the academic setting, make sure that students do not get obsessed with the grading of this course. Participation must be rewarded by having a certain weightage in the grade. Some of the recommended grading points can be
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Attendance</li>
<li>Classroom participation</li>
<li>Pitchs</li>
<li>Group Discussions</li>
<li>Prototype modelling</li>
</ul>
== Cost ==
To create this program there is not much funding needed. The main costs come from the prototyping materials needed throughout the class such as post it notes and paper. This class has minimal cost to the school and the students are expected to buy the “Design Your Life” textbook needed for this class.
== Recommended Resources & Learning Materials ==
''Designing Your Life: Build a Life that Works for You'' - William Burnett, Dave Evans ([https://www.amazon.com/Designing-Your-Life-Well-Lived-Joyful/dp/B01K5UD0H4 Amazon US], [https://www.amazon.in/Designing-Your-Life-Well-Lived-Joyful/dp/1101875321 Amazon India])
== Contributors ==
{| class="wikitable"
|-
| [[Bhavyatha Pandrangi|Bhavyatha Pandrangi]] || [[Jaran.arroyo|Jaran Arroyo]] || [[Lexy_Foor|Lexy Foor]]
|-
| Sally Todd || [[Savanna Turner|Savanna Turner]] || [[Shruthi co|Shruthi co]]
|-
| || [[Srikar Kashyap Pulipaka|Srikar Kashyap Pulipaka]] ||
|}

[[Category:Guides]]

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T20:02:38Z

SrikarKashyap: fixes

== Need ==
The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.

Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis.  Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.
<div> </div>
== Objectives and Goals ==
The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.
== Why Design thinking? ==
[[File:Design_Thinking_components.png|thumb|right|Components of Design Thinking]]
A design thinking background helps students explore their majors in a deeper way.  It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings.
== Academic Permissions ==
Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.
== Support ==
Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:

1. Students

Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.

2. Faculty

Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.  

3. Administrators

Administration can be difficult to receive support from.  Faculty support and student interests are powerful rhetorics in this instance.  Receiving financial support from the school is also crucial to providing classroom resources and materials.  In previous years, resources for a design thinking course have been conservative and have included low-cost rapid prototyping materials of the likes of post-its, paper, tape, and scissors.
<div> </div>
== Faculty ==
The faculty or fellows are the instructors who act as facilitators for design thinking, some of their duties include:·         Teaching the students what design thinking is·         Guiding the students through their designs·         Mentoring students throughout their projects·         Inspiring students imagination and creativity<div> </div>
== Students ==
Students who do well in the course could potentially be trained to teach the following year; however, as of now only University Innovation Fellows have been trained to facilitate the course. Georgia Tech Innovation Fellows like Jason Weis are teaching the first iteration of the course specifically for first year Biomedical Engineering students. Students are inspired by the UIF team and their creative lens. Through this design thinking class they are able to show amazing results in the form of prototypes, presentations, and many more.
== Timeline ==
The course can be developed as a full semester credit/uncredited course or it could be expressed as a  course of a shorter length. This entirely depends on the time available and student interest. Make sure that the course is a blend of short theoretical lectures and practical hands-on sessions. Start slow and gradually increase the pace of the course as students get a hold of the subject.
== Class Structure ==
[[File:Design Thinking Course sample classroom.png|thumbnail|Design Thinking classroom at Georgia Tech ]]
The class structure can expand to topics of one introductory course for all majors to help first year students decide a major based on their interests in this design thinking class.
== Grading System ==
Depending on whether it would be a credited or uncredited course, adjustments to the grading system can be made. While grades do play a key role in the academic setting, make sure that students do not get obsessed with the grading of this course. Participation must be rewarded by having a certain weightage in the grade. Some of the recommended grading points can be
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Attendance</li>
<li>Classroom participation</li>
<li>Pitchs</li>
<li>Group Discussions</li>
<li>Prototype modelling</li>
</ul>
== Cost ==
To create this program there is not much funding needed. The main costs come from the prototyping materials needed throughout the class such as post it notes and paper. This class has minimal cost to the school and the students are expected to buy the “Design Your Life” textbook needed for this class.
== Recommended Resources & Learning Materials ==
''Designing Your Life: Build a Life that Works for You'' - William Burnett, Dave Evans ([https://www.amazon.com/Designing-Your-Life-Well-Lived-Joyful/dp/B01K5UD0H4 Amazon US], [https://www.amazon.in/Designing-Your-Life-Well-Lived-Joyful/dp/1101875321 Amazon India])
== Written by: ==
[[Bhavyatha Pandrangi|Bhavyatha Pandrangi]]

[[Jaran.arroyo|Jaran Arroyo]]

[[Lexy_Foor|Lexy Foor]]

Sally Todd

[[Savanna Turner|Savanna Turner]]

[[Shruthi co|Shruthi co]]

[[Srikar Kashyap Pulipaka|Srikar Kashyap Pulipaka]]
<div> </div>
[[Category:Guides]]

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T20:00:47Z

SrikarKashyap: +picture

== Need ==

The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.

Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis.  Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.
<div> </div>
== Objectives and Goals ==

The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.

== Why Design thinking? ==
[[File:Design_Thinking_components.png|thumb|right|Components of Design Thinking]]
A design thinking background helps students explore their majors in a deeper way.  It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings.

== Academic Permissions ==

Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.

== Support ==

Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:

1. Students

Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.

2. Faculty

Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.  

3. Administrators

Administration can be difficult to receive support from.  Faculty support and student interests are powerful rhetorics in this instance.  Receiving financial support from the school is also crucial to providing classroom resources and materials.  In previous years, resources for a design thinking course have been conservative and have included low-cost rapid prototyping materials of the likes of post-its, paper, tape, and scissors.
<div> </div>
== Faculty ==
The faculty or fellows are the instructors who act as facilitators for design thinking, some of their duties include:·         Teaching the students what design thinking is·         Guiding the students through their designs·         Mentoring students throughout their projects·         Inspiring students imagination and creativity<div> </div>
== Students ==

Students who do well in the course could potentially be trained to teach the following year; however, as of now only University Innovation Fellows have been trained to facilitate the course. Georgia Tech Innovation Fellows like Jason Weis are teaching the first iteration of the course specifically for first year Biomedical Engineering students. Students are inspired by the UIF team and their creative lens. Through this design thinking class they are able to show amazing results in the form of prototypes, presentations, and many more.

== Timeline ==

The course can be developed as a full semester credit/uncredited course or it could be expressed as a  course of a shorter length. This entirely depends on the time available and student interest. Make sure that the course is a blend of short theoretical lectures and practical hands-on sessions. Start slow and gradually increase the pace of the course as students get a hold of the subject.

== Class Structure ==
[[File:Design Thinking Course sample classroom.png|thumbnail|Design Thinking classroom at Georgia Tech ]]
The class structure can expand to topics of one introductory course for all majors to help first year students decide a major based on their interests in this design thinking class.

== Grading System ==

Depending on whether it would be a credited or uncredited course, adjustments to the grading system can be made. While grades do play a key role in the academic setting, make sure that students do not get obsessed with the grading of this course. Participation must be rewarded by having a certain weightage in the grade. Some of the recommended grading points can be
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Attendance</li>
<li>Classroom participation</li>
<li>Pitchs</li>
<li>Group Discussions</li>
<li>Prototype modelling</li>
</ul>

== Cost ==

To create this program there is not much funding needed. The main costs come from the prototyping materials needed throughout the class such as post it notes and paper. This class has minimal cost to the school and the students are expected to buy the “Design Your Life” textbook needed for this class.

== Recommended Resources & Learning Materials ==
''Designing Your Life: Build a Life that Works for You'' - William Burnett, Dave Evans ([https://www.amazon.com/Designing-Your-Life-Well-Lived-Joyful/dp/B01K5UD0H4 Amazon US], [https://www.amazon.in/Designing-Your-Life-Well-Lived-Joyful/dp/1101875321 Amazon India])

== Written by: ==

[[Bhavyatha Pandrangi|Bhavyatha Pandrangi]]

[[Jaran.arroyo|Jaran Arroyo]]

[[Lexy_Foor|Lexy Foor]]

Sally Todd

[[Savanna Turner|Savanna Turner]]

[[Shruthi co|Shruthi co]]

[[Srikar Kashyap Pulipaka|Srikar Kashyap Pulipaka]]
<div> </div>
[[Category:Guides]]

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T19:59:49Z

SrikarKashyap: +picture

== Need ==

The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.

Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis.  Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.
<div> </div>
== Objectives and Goals ==

The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.

== Why Design thinking? ==
[[File:Design_Thinking_components.png|thumb|right|Components of Design Thinking]]
A design thinking background helps students explore their majors in a deeper way.  It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings.

== Academic Permissions ==

Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.

== Support ==

Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:

1. Students

Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.

2. Faculty

Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.  

3. Administrators

Administration can be difficult to receive support from.  Faculty support and student interests are powerful rhetorics in this instance.  Receiving financial support from the school is also crucial to providing classroom resources and materials.  In previous years, resources for a design thinking course have been conservative and have included low-cost rapid prototyping materials of the likes of post-its, paper, tape, and scissors.
<div> </div>
== Faculty ==
The faculty or fellows are the instructors who act as facilitators for design thinking, some of their duties include:·         Teaching the students what design thinking is·         Guiding the students through their designs·         Mentoring students throughout their projects·         Inspiring students imagination and creativity<div> </div>
== Students ==

Students who do well in the course could potentially be trained to teach the following year; however, as of now only University Innovation Fellows have been trained to facilitate the course. Georgia Tech Innovation Fellows like Jason Weis are teaching the first iteration of the course specifically for first year Biomedical Engineering students. Students are inspired by the UIF team and their creative lens. Through this design thinking class they are able to show amazing results in the form of prototypes, presentations, and many more.

== Timeline ==

The course can be developed as a full semester credit/uncredited course or it could be expressed as a  course of a shorter length. This entirely depends on the time available and student interest. Make sure that the course is a blend of short theoretical lectures and practical hands-on sessions. Start slow and gradually increase the pace of the course as students get a hold of the subject.

== Class Structure ==

The class structure can expand to topics of one introductory course for all majors to help first year students decide a major based on their interests in this design thinking class.

== Grading System ==

Depending on whether it would be a credited or uncredited course, adjustments to the grading system can be made. While grades do play a key role in the academic setting, make sure that students do not get obsessed with the grading of this course. Participation must be rewarded by having a certain weightage in the grade. Some of the recommended grading points can be
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Attendance</li>
<li>Classroom participation</li>
<li>Pitchs</li>
<li>Group Discussions</li>
<li>Prototype modelling</li>
</ul>

== Cost ==

To create this program there is not much funding needed. The main costs come from the prototyping materials needed throughout the class such as post it notes and paper. This class has minimal cost to the school and the students are expected to buy the “Design Your Life” textbook needed for this class.

== Recommended Resources & Learning Materials ==
''Designing Your Life: Build a Life that Works for You'' - William Burnett, Dave Evans ([https://www.amazon.com/Designing-Your-Life-Well-Lived-Joyful/dp/B01K5UD0H4 Amazon US], [https://www.amazon.in/Designing-Your-Life-Well-Lived-Joyful/dp/1101875321 Amazon India])

== Written by: ==

[[Bhavyatha Pandrangi|Bhavyatha Pandrangi]]

[[Jaran.arroyo|Jaran Arroyo]]

[[Lexy_Foor|Lexy Foor]]

Sally Todd

[[Savanna Turner|Savanna Turner]]

[[Shruthi co|Shruthi co]]

[[Srikar Kashyap Pulipaka|Srikar Kashyap Pulipaka]]
<div> </div>
[[Category:Guides]]

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T19:58:21Z

SrikarKashyap: resources

== Need ==

The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.

Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis.  Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.
<div> </div>
== Objectives and Goals ==

The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.

== Why Design thinking? ==

A design thinking background helps students explore their majors in a deeper way.  It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings.

== Academic Permissions ==

Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.

== Support ==

Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:

1. Students

Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.

2. Faculty

Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.  

3. Administrators

Administration can be difficult to receive support from.  Faculty support and student interests are powerful rhetorics in this instance.  Receiving financial support from the school is also crucial to providing classroom resources and materials.  In previous years, resources for a design thinking course have been conservative and have included low-cost rapid prototyping materials of the likes of post-its, paper, tape, and scissors.
<div> </div>
== Faculty ==
The faculty or fellows are the instructors who act as facilitators for design thinking, some of their duties include:·         Teaching the students what design thinking is·         Guiding the students through their designs·         Mentoring students throughout their projects·         Inspiring students imagination and creativity<div> </div>
== Students ==

Students who do well in the course could potentially be trained to teach the following year; however, as of now only University Innovation Fellows have been trained to facilitate the course. Georgia Tech Innovation Fellows like Jason Weis are teaching the first iteration of the course specifically for first year Biomedical Engineering students. Students are inspired by the UIF team and their creative lens. Through this design thinking class they are able to show amazing results in the form of prototypes, presentations, and many more.

== Timeline ==

The course can be developed as a full semester credit/uncredited course or it could be expressed as a  course of a shorter length. This entirely depends on the time available and student interest. Make sure that the course is a blend of short theoretical lectures and practical hands-on sessions. Start slow and gradually increase the pace of the course as students get a hold of the subject.

== Class Structure ==

The class structure can expand to topics of one introductory course for all majors to help first year students decide a major based on their interests in this design thinking class.

== Grading System ==

Depending on whether it would be a credited or uncredited course, adjustments to the grading system can be made. While grades do play a key role in the academic setting, make sure that students do not get obsessed with the grading of this course. Participation must be rewarded by having a certain weightage in the grade. Some of the recommended grading points can be
<ul style="margin-top:0pt;margin-bottom:0pt;">
<li>Attendance</li>
<li>Classroom participation</li>
<li>Pitchs</li>
<li>Group Discussions</li>
<li>Prototype modelling</li>
</ul>

== Cost ==

To create this program there is not much funding needed. The main costs come from the prototyping materials needed throughout the class such as post it notes and paper. This class has minimal cost to the school and the students are expected to buy the “Design Your Life” textbook needed for this class.

== Recommended Resources & Learning Materials ==
''Designing Your Life: Build a Life that Works for You'' - William Burnett, Dave Evans ([https://www.amazon.com/Designing-Your-Life-Well-Lived-Joyful/dp/B01K5UD0H4 Amazon US], [https://www.amazon.in/Designing-Your-Life-Well-Lived-Joyful/dp/1101875321 Amazon India])

== Written by: ==

[[Bhavyatha Pandrangi|Bhavyatha Pandrangi]]

[[Jaran.arroyo|Jaran Arroyo]]

[[Lexy_Foor|Lexy Foor]]

Sally Todd

[[Savanna Turner|Savanna Turner]]

[[Shruthi co|Shruthi co]]

[[Srikar Kashyap Pulipaka|Srikar Kashyap Pulipaka]]
<div> </div>
[[Category:Guides]]

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T19:14:30Z

SrikarKashyap: clean slate

== Need ==

== Objectives and Goals ==

== Why Design thinking? ==

== Academic Permissions ==

== Support ==

== Faculty ==

== Students ==

== Timeline ==

== Class Structure ==

== Grading System ==

== Cost ==

== Recommended Resources & Learning Materials ==

== Contributors ==

File:Design Thinking Course sample classroom.png

2017-09-08T19:04:55Z

SrikarKashyap: A sample classroom for a Design Thinking classroom. Picture by Jason Weis at Georgia Institute of Technology (Georgia Tech)

A sample classroom for a Design Thinking classroom. Picture by Jason Weis at Georgia Institute of Technology (Georgia Tech)

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T18:55:56Z

SrikarKashyap: add image

== Need and Goal ==
The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.
Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis. Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.

== Objectives ==
The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.

== Why Design Thinking? ==
[[File:Design_Thinking_components.png|400px|right|Design Thinking and it's components]]
A design thinking background helps students explore their majors in a deeper way. It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings

== Academic Permissions ==
Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.

== Support ==
Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:
1. Students
Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.
2. Faculty
Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.
3. Administrators
Administration is the most difficult to receive support from. Most likely, they don’t want to see a change in the campus immediately as it could be assumed that it will cost the university a large sum. This is why it can be hard to get the administratio is hard to get them invested financially.

== Faculty ==
Instructors are either the faculty or fellows who
Tutor the students and design thinking is?
Guide the students
Walk around to mentor their projects
Inspire them by their prototypes etc.
* Tutor the students and design thinking is?
* Guide the students
* Walk around to mentor their projects
* Inspire them by their prototypes etc.

File:Design Thinking components.png

2017-09-08T18:47:25Z

SrikarKashyap: A Design Thinking components diagram by MrJanzen1984 at Wikimedia Commons [https://commons.wikimedia.org/wiki/File:Design_thinking.png Original Link at Commons]

A Design Thinking components diagram by MrJanzen1984 at Wikimedia Commons
[https://commons.wikimedia.org/wiki/File:Design_thinking.png Original Link at Commons]

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T18:41:13Z

SrikarKashyap: add

== Need and Goal ==
The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.
Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis. Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.

== Objectives ==
The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.

== Why Design Thinking? ==
A design thinking background helps students explore their majors in a deeper way. It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings

== Academic Permissions ==
Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.

== Support ==
Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:
1. Students
Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.
2. Faculty
Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.
3. Administrators
Administration is the most difficult to receive support from. Most likely, they don’t want to see a change in the campus immediately as it could be assumed that it will cost the university a large sum. This is why it can be hard to get the administratio is hard to get them invested financially.

== Faculty ==
Instructors are either the faculty or fellows who
Tutor the students and design thinking is?
Guide the students
Walk around to mentor their projects
Inspire them by their prototypes etc.
* Tutor the students and design thinking is?
* Guide the students
* Walk around to mentor their projects
* Inspire them by their prototypes etc.

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T18:40:23Z

SrikarKashyap: add more

== Need and Goal ==
The need identified in this “How To” is to create a design thinking class for the incoming first year students. A popular topic in the UIF exploration of higher education is the incorporation of design thinking; which when incorporated into curriculum is highly beneficial.
Through this article we discuss how one might implement an introductory course for first year students with advice from current fellow, Jason Weis. Jason is a fourth year student studying Biomedical Engineering (BME) at Georgia Tech (GT). At Georgia Tech, Weis has been involved with many mentorship programs, including being a co-founder of the campus wide KNIT Mentorship and a leader of the BME Mentorship Program.

Since becoming a UIF in March of 2017, Jason and the GT Leadership Circle have designed and implemented a class that integrates design thinking and Biomedical Engineering.

== Objectives ==
The purpose behind the course is to lay a framework of design thinking skills that students will use later in their college careers while simultaneously learning about their major. Design thinking helps make introductory courses more experiential and engaging. This occurs through a series of brainstorming workshops and creative projects that develop ideation and problem solving skills.

== Why Design Thinking? ==
A design thinking background helps students explore their majors in a deeper way. It is a style of learning made famous through Stanford’s Hasso Plattner Institute of Design as a successful strategy for innovation. Design thinking enables students to explore their ideas and dive deep into their meanings

== Academic Permissions ==
Academic permission may be required to integrate design thinking into a introductory course. In some cases, permission comes from faculty support and committee acceptance. In other cases, it may require a more stringent administrative review. In the past, oppositions have been persuaded after one-day “pop up classes” have gained student interest. This can be a way to show to the administrative staff and faculty that these forms of experiential classes are needed to promote positive growth within the university.

== Support ==
Academic support is one of the hardest, but most important steps in creating change. There are three major groups to interact with that will enable the support for creating a design thinking course:
1. Students
Getting a large audience on board is an important step. It is the responsibility of the organizers to make sure to evoke interest in students through interactive exercises and fun-filled activities. Word of mouth plays a critical role in these endeavours, so make sure students leave the class with fervor for design thinking and inspire more students to join the class.
2. Faculty
Faculty support is crucial to creating change in the curriculum. Whether the course is taught by fellows or by faculty, both parties must be in communication so to revise the course and continuously prepare students for the major studies. Working with these professors will eventually lead us to the right people and help create change.
3. Administrators
Administration is the most difficult to receive support from. Most likely, they don’t want to see a change in the campus immediately as it could be assumed that it will cost the university a large sum. This is why it can be hard to get the administratio is hard to get them invested financially.

== Faculty ==
Instructors are either the faculty or fellows who
Tutor the students and design thinking is?
Guide the students
Walk around to mentor their projects
Inspire them by their prototypes etc.

Resource:How to create a design thinking class for incoming first-year students

2017-09-08T18:39:06Z

SrikarKashyap: fixing visual issues

Fellow:Srikar Kashyap Pulipaka

2017-09-08T06:43:09Z

SrikarKashyap: fix link

[[File:SrikarKashyapProfilePicture.jpg|thumb|Srikar Kashyap in 2017]]
'''Srikar Kashyap Pulipaka ''', popularly known as '''Wiki''' or '''Mr.Wikipedia''' across the campus, is a senior year Computer Science undergraduate student at [http://kluniversity.in K L University], India. Although hailing from Hyderabad, he has traveled extensively and got to live in 5 cities. Srikar moved to Vijayawada in 2014 to pursue Engineering at K L University and resides there as of this writing. Srikar is a strong advocate of Open Education and Knowledge, partly due to his association with the Wikipedia Movement. He believes Experiential learning and Design Thinking are the way forward for Higher Education in the World.

Srikar Kashyap got introduced to student activities early in his first year and has since worked extensively to organize various co-curricular and extra-curricular programs at his University. He currently serves as the Associate President of [http://klufocus.in FOCUS (Forum of Upcoming Computer Scholars)], the student body of Computer Science. He is also a founding member of the University Open Source Group and has founded the [https://moodle.kluniversity.in/wiki/index.php/Main_Page K L University Wiki], currently in Beta phase. Srikar is a fervent advocate of Open Source technologies and has introduced various FOSS technologies like Git, GitHub, MediaWiki to the populace by organizing an array of workshops and technical talks.

In addition to University life, Srikar is a veteran Wikipedia contributor, having made his first edit back in 2011. He has over 25,000 contributions to various articles spread across four languages and multiple domains. He primarily writes on Military, Economic and Entertainment affairs and is one of the senior-most Wikipedia Military Historians from India. He has previously served as an intern at [http://wiki.wikimedia.in Wikimedia India], the national chapter of Wikimedia Foundation. He is the Co-founder of [https://meta.wikimedia.org/wiki/MediaWiki_Club,_India MediaWiki Club, India], a technical club that aims to bridge the technological gap that exists in the Wikipedia Contributor base of India.

Srikar has been a recipient of many awards and accomplishments. He was the [http://wiki.wikimedia.in/Featured_Wikimedian Featured Wikimedian of the Month] in June 2013 at a record age of 16. In addition, he secured an All India Rank (AIR) of 40 with a percentile of 99.7 at the National Creative Aptitude Test (NCAT) 2016. Srikar has received multiple prizes in Technical Competitions, the most notable being [http://i.imgur.com/bPT8BAH.jpg Winner Team] (Communications Vertical) at the [https://corporateinnovation.berkeley.edu/open-innovation-hackathon UC Berkeley Open Innovation Hackathon India] in August 2017. He is interested in transforming the Education curriculum of the undergraduates, especially freshmen so as to keep up with the rapid pace of the current world and make a mark for themselves. 

''Find more at [http://linkedin.com/in/srikarkashyap LinkedIn] or [http://gotresume.net/srikarkashyap Long Resume]''

==RELATED LINKS==
University Innovation Fellows Fall 2017:

* '''Venkata Naga Sandeep Vemulapalli'''
* [[Srikar Kashyap Pulipaka]]
* '''Chaitanya Krishna Kasaraneni'''
* '''Surya Sai Mourya Kosaraju'''

Fellow:Srikar Kashyap Pulipaka

2017-09-08T06:40:39Z

SrikarKashyap: final

[[File:SrikarKashyapProfilePicture.jpg|thumb|Srikar Kashyap in 2017]]
'''Srikar Kashyap Pulipaka ''', popularly known as '''Wiki''' or '''Mr.Wikipedia''' across the campus, is a senior year Computer Science undergraduate student at [http://kluniversity.in K L University], India. Although hailing from Hyderabad, he has traveled extensively and got to live in 5 cities. Srikar moved to Vijayawada in 2014 to pursue Engineering at K L University and resides there as of this writing. Srikar is a strong advocate of Open Education and Knowledge, partly due to his association with the Wikipedia Movement. He believes Experiential learning and Design Thinking are the way forward for Higher Education in the World.

Srikar Kashyap got introduced to student activities early in his first year and has since worked extensively to organize various co-curricular and extra-curricular programs at his University. He currently serves as the Associate President of [http://klufocus.in FOCUS (Forum of Upcoming Computer Scholars)], the student body of Computer Science. He is also a founding member of the University Open Source Group and has founded the [https://moodle.kluniversity.in/wiki/index.php/Main_Page K L University Wiki], currently in Beta phase. Srikar is a fervent advocate of Open Source technologies and has introduced various FOSS technologies like Git, GitHub, MediaWiki to the populace by organizing an array of workshops and technical talks.

In addition to University life, Srikar is a veteran Wikipedia contributor, having made his first edit back in 2011. He has over 25,000 contributions to various articles spread across four languages and multiple domains. He primarily writes on Military, Economic and Entertainment affairs and is one of the senior-most Wikipedia Military Historians from India. He has previously served as an intern at [http://wiki.wikimedia.in Wikimedia India], the national chapter of Wikimedia Foundation. He is the Co-founder of [https://meta.wikimedia.org/wiki/MediaWiki_Club,_India MediaWiki Club, India], a technical club that aims to bridge the technological gap that exists in the Wikipedia Contributor base of India.

Srikar has been a recipient of many awards and accomplishments. He was the [http://wiki.wikimedia.in/Featured_Wikimedian Featured Wikimedian of the Month] in June 2013 at a record age of 16. In addition, he secured an All India Rank (AIR) of 40 with a percentile of 99.7 at the National Creative Aptitude Test (NCAT) 2016. Srikar has received multiple prizes in Technical Competitions, the most notable being Winner Team (Communications Vertical) at the [https://corporateinnovation.berkeley.edu/open-innovation-hackathon UC Berkeley Open Innovation Hackathon India] in August 2017. He is interested in transforming the Education curriculum of the undergraduates, especially freshmen so as to keep up with the rapid pace of the current world and make a mark for themselves. 

''Find more at [http://linkedin.com/in/srikarkashyap LinkedIn] or [http://gotresume.net/srikarkashyap Long Resume]''

==RELATED LINKS==
University Innovation Fellows Fall 2017:

* '''Venkata Naga Sandeep Vemulapalli'''
* [[Srikar Kashyap Pulipaka]]
* '''Chaitanya Krishna Kasaraneni'''
* '''Surya Sai Mourya Kosaraju'''

Fellow:Srikar Kashyap Pulipaka

2017-09-08T06:25:14Z

SrikarKashyap: SrikarKashyap moved page User:SrikarKashyap to Srikar Kashyap Pulipaka: Draft ready..moving to mainspace

[[File:SrikarKashyapProfilePicture.jpg|thumb|Srikar Kashyap in 2017]]
'''Srikar Kashyap Pulipaka ''', popularly known as '''Wiki''' or '''Mr.Wikipedia''' across the campus, is a senior year Computer Science undergraduate student at [http://kluniversity.in K L University], India. Although hailing from Hyderabad, he has traveled extensively and got to live in 5 cities. Srikar moved to Vijayawada in 2014 to pursue Engineering at K L University and resides there as of this writing. Srikar is a strong advocate of Open Education and Knowledge, partly due to his association with the Wikipedia Movement. He believes Experiential learning and Design Thinking are the way forward for Higher Education in the World.

Srikar Kashyap got introduced to student activities early in his first year and has since worked extensively to organize various co-curricular and extra-curricular programs at his University. He currently serves as the Associate President of [http://klufocus.in FOCUS (Forum of Upcoming Computer Scholars)], the student body of Computer Science. He is also a founding member of the University Open Source Group and has founded the [https://moodle.kluniversity.in/wiki/index.php/Main_Page K L University Wiki], currently in Beta phase. Srikar is a fervent advocate of Open Source technologies and has introduced various FOSS technologies like Git, GitHub, MediaWiki to the populace by organizing an array of workshops and technical talks.

In addition to University life, Srikar is a veteran Wikipedia contributor, having made his first edit back in 2011. He has over 25,000 contributions to various articles spread across four languages and multiple domains. He primarily writes on Military, Economic and Entertainment affairs and is one of the senior-most Wikipedia Military Historians from India. He has previously served as an intern at [http://wiki.wikimedia.in Wikimedia India], the national chapter of Wikimedia Foundation. He is the Co-founder of [https://meta.wikimedia.org/wiki/MediaWiki_Club,_India MediaWiki Club, India], a technical club that aims to bridge the technological gap that exists in the Wikipedia Contributor base of India.

Srikar has been a recipient of many awards and accomplishments. He was the [http://wiki.wikimedia.in/Featured_Wikimedian Featured Wikimedian of the Month] in June 2013 at a record age of 16. In addition, he secured an All India Rank (AIR) of 40 with a percentile of 99.7 at the National Creative Aptitude Test (NCAT) 2016. Srikar has received multiple prizes in Technical Competitions, the most notable being Winner Team (Communications Vertical) at the [https://corporateinnovation.berkeley.edu/open-innovation-hackathon UC Berkeley Open Innovation Hackathon India] in August 2017. He is interested in transforming the Education curriculum of the undergraduates, especially freshmen so as to keep up with the rapid pace of the current world and make a mark for themselves.

User:SrikarKashyap

2017-09-08T06:25:14Z

SrikarKashyap: SrikarKashyap moved page User:SrikarKashyap to Srikar Kashyap Pulipaka: Draft ready..moving to mainspace

#REDIRECT [[Srikar Kashyap Pulipaka]]