Priorities:Bucknell University Student Priorities - Revision history

JayBot at 19:13, 5 June 2020

2020-06-05T19:13:34Z

KCVelaga: Adding category :-

2020-06-04T23:27:40Z

Adding category :-

KCVelaga: Adding category :-

2020-06-02T10:53:17Z

Adding category :-

KCVelaga: Adding category :-

2020-06-02T10:50:30Z

Adding category :-

KCVelaga: KCVelaga moved page Bucknell University Student Priorities to Priorities:Bucknell University Student Priorities

2020-05-22T15:43:45Z

KCVelaga moved page Bucknell University Student Priorities to Priorities:Bucknell University Student Priorities

Rbailis99 at 16:43, 24 October 2019

2019-10-24T16:43:33Z

Mconde2021 at 01:49, 4 October 2019

2019-10-04T01:49:11Z

Mconde2021 at 01:48, 4 October 2019

2019-10-04T01:48:07Z

Mconde2021 at 01:46, 4 October 2019

2019-10-04T01:46:42Z

Mconde2021 at 01:44, 4 October 2019

2019-10-04T01:44:03Z

← Older revision		Revision as of 19:13, 5 June 2020
Line 384:		Line 384:
	[[Category:Bucknell_University]]		[[Category:Bucknell_University]]
	[[Category:Student_Priorities]]		[[Category:Student_Priorities]]
		+	{{CatTree\|Bucknell_University}}

← Older revision		Revision as of 23:27, 4 June 2020
Line 382:		Line 382:
	[[Category:Student Priorities]]		[[Category:Student Priorities]]
	[[Category:Student Priorities]]		[[Category:Student Priorities]]
		+	[[Category:Bucknell_University]]
		+	[[Category:Student_Priorities]]

← Older revision		Revision as of 10:53, 2 June 2020
Line 380:		Line 380:

	[[Category:Student Priorities\|b]]		[[Category:Student Priorities\|b]]
		+	[[Category:Student Priorities]]
	[[Category:Student Priorities]]		[[Category:Student Priorities]]

← Older revision		Revision as of 10:50, 2 June 2020
Line 380:		Line 380:

	[[Category:Student Priorities\|b]]		[[Category:Student Priorities\|b]]
		+	[[Category:Student Priorities]]

@@ Line 350: / Line 350: @@
 = Related Links =
 [[Bucknell University]]
@@ Line 376: / Line 378: @@
 [[How to Plan a Large Scale Event|How_to_Plan_a_Large_Scale_Event]]
 [[Category:Student Priorities|b]]

← Older revision	Revision as of 15:43, 22 May 2020
(No difference)

@@ Line 170: / Line 170: @@
 One profession that offers tremendous inside into the interdisciplinary aspect of problem-solving is entrepreneurship, where individuals are forced to think inside multiple contexts, have strong financial management, product development, organizational supervision skills, in addition to an outstanding sense of customer desires. How might we create this environment of creative problem-solving while in an academic setting?&nbsp;
-<div><br/></div>
 = Strategy #3: Curricular Integration =

@@ Line 165: / Line 165: @@
 Team Leaders: University Innovation Fellows
-== <span style="font-size:large;"><span id="docs-internal-guid-075d610f-7fff-131e-f781-0b0a5ced9071" style="font-family: -webkit-standard; caret-color: rgb(0, 0, 0); color: rgb(0, 0, 0);"><span style="font-family: Arial; background-color: transparent; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Tactic #8: Design Thinking/Entrepreneurship Workshop Intensive</span></span></span> ==
+== Tactic #8: Design Thinking/Entrepreneurship Workshop Intensive ==
-<span style="font-size:small;"><span style="font-family: Arial; white-space: pre-wrap; background-color: transparent; caret-color: rgb(0, 0, 0); color: rgb(0, 0, 0);">At Bucknell University, there is a strong focus on interdisciplinary curriculum and the intersection of living, learning, and leadership. University professors understand that&nbsp; personalized learning helps ensure each student develops a diverse set of skills and is successful in their career after college. But one lacking aspect of the curriculum is the ability to practice creativity without the fear of failure. Selem do professors give completely open ended projects with no rubric, objectives, or tasks. Most employers, however, cite creativity, communication skills, and adaptability as key traits they look for in new hires. Why is there such a disconnect between the skills taught in college and the skills required in industry?</span></span>
+At Bucknell University, there is a strong focus on interdisciplinary curriculum and the intersection of living, learning, and leadership. University professors understand that&nbsp; personalized learning helps ensure each student develops a diverse set of skills and is successful in their career after college. But one lacking aspect of the curriculum is the ability to practice creativity without the fear of failure. Selem do professors give completely open ended projects with no rubric, objectives, or tasks. Most employers, however, cite creativity, communication skills, and adaptability as key traits they look for in new hires. Why is there such a disconnect between the skills taught in college and the skills required in industry?
-<span style="font-size:small;"><span id="docs-internal-guid-481cf3fb-7fff-3102-b93a-db4e18419cc3" style="font-family: -webkit-standard; caret-color: rgb(0, 0, 0); color: rgb(0, 0, 0);"><span style="font-family: Arial; background-color: transparent; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">One profession that offers tremendous inside into the interdisciplinary aspect of problem-solving is entrepreneurship, where individuals are forced to think inside multiple contexts, have strong financial management, product development, organizational supervision skills, in addition to an outstanding sense of customer desires. How might we create this environment of creative problem-solving while in an academic setting?&nbsp;</span></span></span>
+One profession that offers tremendous inside into the interdisciplinary aspect of problem-solving is entrepreneurship, where individuals are forced to think inside multiple contexts, have strong financial management, product development, organizational supervision skills, in addition to an outstanding sense of customer desires. How might we create this environment of creative problem-solving while in an academic setting?&nbsp;
 <div><br/></div>

@@ Line 333: / Line 333: @@
 == Tactic #4: Delineating a Central Student Space ==
-Description: A current concern has been the lack of a central student space. Even though the dining spaces have been referred to as central common spaces, those are mainly for meals, which are essential but do not capture much of the student experience. Greek houses are a center for social life. There should be a unique space that is an alternative to Greek, is not a dining space, and is not an academic building that is a space for students to hold events or casually socialize with one another.: Tactic # 5&nbsp;
+Description: A current concern has been the lack of a central student space. Even though the dining spaces have been referred to as central common spaces, those are mainly for meals, which are essential but do not capture much of the student experience. Greek houses are a center for social life. There should be a unique space that is an alternative to Greek, is not a dining space, and is not an academic building that is a space for students to hold events or casually socialize with one another.
 == Tactic #5: E & I Mentorship ==