Changes

<span style="font-size:small;">With the addition of the iCube and iMakerspace to Tennessee Technological University's campus, a key resource for innovation and entrepreneurship is available for all students to utilize. The iCube hosts a virtual reality lab, brainstorming area and classroom, and an iMakerspace loaded with machines like 3-D printers and lab space.&nbsp;Currently, the space is primarily used by engineering students, as well as a small proportion of business students. To introduce students of all majors to entrepreneurship and innovation both on campus and within this new resource, specialized pop-ups should be held which represent the interests of various underrepresented majors in the iCube. For example, a pop-up class which showed wildlife and fisheries students how to 3-D print fish hooks would bring students of other majors into the space and increase exposure to interdisciplinary work with engineering students. Specialized pop-up classes will be open to all students, increasing the likelihood of involving more majors in the iCube and iMakerspace.&nbsp;</span>

<span style="font-size:small;">In order to identify these unique topics of interest, various surveys will be sent out to students' emails requesting ideas and ranking those ideas based on interest. In order to ensure the The success of this strategic priority, requires the formation of a strong partnership between the faculty/staff of the iCube and & iMakerspace and students must be formed. In the beginning stages, specialized pop-ups can be hosted by faculty members across campus, and eventually with the eventual introduction of student-facilitated pop-ups introduced.&nbsp;</span>

<span style="font-size:small;">The materials Materials for the pop-ups will form the bulk of required funding for this strategic priority. Meetings with the stakeholders within each college will be held to identify funding sources for material costs. A pop-up funding grant would be a wonderful future addition to this initiative.</span>

<span style="font-size:small;">Everyone has a need for innovation in their degree, and these specialized pop-ups are a way to introduce more students to invaluable resources on campus.</span>

<span style="font-size: small;">Though Clinical Immersion at Disciplinary Interfaces is an interdisciplinary focusing course focused on a process similar to design thinking, there are a few improvements which would make the experience more effective:</span>

#<span style="font-size: small;">'''Increase time period''': The one One semester course was proved too short for any of the four Fall 2015 groups to fully develop a prototype or MVP (minimum viable product).</span>

#<span style="font-size: small;">'''Greater introduction to available resources''': While the class briefly introduces a brief introduction to the resources available for prototyping on campus was provided (specifically, the iMakerspace within the iCube) , no in-depth instruction was provided occurred on the use of these resources due to time constraints for the students of Fall 2015.</span>

#<span style="font-size: small;">'''Second year cohorts will be assigned projects for solution development and execution'''. This year Students will focus on design thinking solutions to the assigned problem, developing prototypes/minimum viable products (MVPs) from data collected through research, and working to bring the solution to production using resources available on campus and in the regional I&E ecosystem.</span>#<span style="font-size: small;">'''Third year cohorts will self-identify problems and develop design solutions with the end goal of achieving student licensure of the product, venture start-up status, and/or commercialization of the product by an outside entity'''. This project will serve as As the capstone of the program, challenging this project will challenge students to work together effectively while pooling knowledge not only from the previous two years in the program, but also knowledge gained within each student's respective discipline.</span>

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