Difference between revisions of "Priorities:Florida Institute of Technology Student Priorities"
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== Tactic # 3: Get industry members to advise and sponsor the univeristy-wide capstone projects == | == Tactic # 3: Get industry members to advise and sponsor the univeristy-wide capstone projects == | ||
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| + | = Stategy # 2: Create awareness about existing facilities for Innovation and Entreprenuership = | ||
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| + | == Tactic # 1: Hold an innovative desgin challenge with emphasis on using indicated facilities == | ||
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| + | == Tactic # 2: Conduct a rapid design comptetion using articles acquired from a scavenger hunt == | ||
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| + | == Tactic # 3: Hold an Innovation and Entreprenuership Fair == | ||
Revision as of 21:42, 22 October 2015
Contents
- 1 Overview
- 2 Strategy # 1: Increase interdisciplinary collabration for student capstone projects
- 2.1 Tactic # 1: Create a pilot capstone design program incorporating college of engineering and college of business students
- 2.2 Tactic # 2: Amalgamize all individual departmental capstone courses into one overarching, univesity-wide capstone course
- 2.3 Tactic # 3: Get industry members to advise and sponsor the univeristy-wide capstone projects
- 3 Stategy # 2: Create awareness about existing facilities for Innovation and Entreprenuership
Overview
Florida Tech has also recently been names as one of the Top 50 Entrepreneurial Universities by Forbes, which is a testament to the purpose efforts undertaken in recent years to create a culture of innovation and entrepreneurship. As a private institution, Florida Tech has a history of high-quality undergraduate engineering education. However, Florida Tech has yet to realize its entrepreneurial potential due to a lack of formal training and education in entrepreneurship of faculty, the administration, and students. Largely, only a few faculty initially spearheaded the entrepreneurial endeavors, but as with many culture-changing endeavors, the current champions seek to create a critical mass of followers, adopters, and co-implementers.
