Changes

<span style="font-size:small"><span id="docs-internal-guid-89aea9bf-2ea9-729f-03d3-c6411326b1cb"><span style="font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap">Description: There are a very limited number of science classes at Tulane that have less than 40 students and that encourage discussion and creative thinking. Those that do are often reserved for engineering students, so students in other majors cannot take them. Most of the science classes consist of large lecture courses where the professor lectures and the students are evaluated solely based on a few tests. Therefore, Tulane should offer small classes for students to take in order to foster innovative thinking. In these classes, students should be encouraged to discuss and challenge what they learn, and they should be given the opportunity to either theoretically or physically apply that knowledge to solve current issues.</span></span></span>

#<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; white-space: pre-wrap; font-size: small; line-height: 1.15">Create curriculum and implement courses - August 2015</span>

<span style="font-size:small"><span id="docs-internal-guid-89aea9bf-2ea9-729f-03d3-c6411326b1cb"><span style="font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap">Description: Even if some seminar courses are implemented, it may be difficult for most students to fit them into their course schedules. Therefore, large mandatory science classes should break up into smaller discussion groups at least once a month to discuss current innovation in the field being taught. Students will be presented with innovations related to what they are learning and they will be challenged to critique and come up with ideas to improve what they learn about by using the material learned in class. These sessions can be evaluated either based on participation, a group project completed during the session, or can serve as a source of extra credit.</span></span></span>

#<span style="background-color: transparent; color: rgb(0, 0, 0); font-family: Arial; white-space: pre-wrap; font-size: small; line-height: 1.15">Incorporate new system into course curriculum - August 2015</span>

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<span style="font-size:small"><span id="docs-internal-guid-89aea9bf-2e35-64bc-6b31-672d40b0f03a"><span style="font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; vertical-align: baseline; white-space: pre-wrap">Description: All students at Tulane are required to fulfill a service learning requirement, which serves as a great opportunity for students to incorporate innovation and entrepreneurship into their learning. This can take many different directions. Students can, for example, complete their service learning hours with an innovative organization, create their own project, create a project as a group, etc. The opportunity to participate in such a service learning experience should be open to all students, not just those fulfilling a requirement. Therefore, this can serve as a resource for students across all faculties, regardless of what they are studying and whether they can take the class that corresponds to this service learning.</span></span></span>

Innovation does not necessarily need to happen inside the classroom or inside a space specifically designed for innovative activities. It can happen anywhere, anytime, and involve not just the STEM majors but every student on campus.

Team Leader: Kim Ma

== Tactic #1: More design classes in SCEN<br/> ==

Team Leader: Derek Dashti

Milestones:

#Identify graduate students and faculty that can lead/teach these classes – 04/14

#Implement classes in SCEN curriculum 01/15

Milestones:

#Obtain funds from NSF – 01/14

#Implement committee overseeing funds - 09/14

Team Leader: TBD

Milestones:

#Obtain funds from NCIIA Grant – 05/14

#Implement committee overseeing funds - 09/14

= Other =

= Impact =

[[Thien Ninh|Thien Ninh]]