Changes

<span style==2020 Cohort=====Keeping students at the forefront of higher education===The pandemic has led to a hiccup in the university system. While a “students first” mindset should be present at any university, we feel as though this is not being accomplished. Students are feeling isolated and left out from the decision making process. They reported that the lack of communication between students and administration leads to their ideas and input not being heard. Others are feeling overwhelmed with the increased pressure given current circumstances. The adjustment to online courses and the workload accompanying it are burdensome on many students. In the words of one UNO student,"font-size:small;being on campus is such a large part of my identity,"><span style="font-family:arialshowing how impactful the pandemic has been on their lives. Students feel as though their lives inside and outside of the university system have been neglected during the pandemic. Finally, students feel as though they are just being fed information and not given resources to apply it. University students are more than just students. They have families,helveticajobs,sans-serif">'''<u>2019 UIF Cohort</u>'''</span></span>and goals in addition to pursuing higher education. Our goal is to bring students back to the forefront of higher education by tackling the aforementioned issues.

<span style="font-size:small;"><span style="font-family:arial==Tactic #1 Transparent,helvetica,sans-serif"><span styleEffective Communication (Ryan Chapman)==="background-color: transparent; font-weight: 700; font-style: normal; font-variant: normal; text-decoration: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap" id="docs-internal-guid-c8259149-7fff-714c-6cda-ce00975c5ca0">1In interviews with current UNO students, they reported feeling isolated both from their professors and from university administration. We hypothesized that creating new and more convenient methods of communication could help to mitigate the feeling of isolation and provide them a voice in university policy. Cultivating an Environment Some ideas we came up with were professor introduction videos for Innovation</span></span></span>students to view before enrolling in classes, a new instant messaging system for course communication implemented through our assignment system, a chat board for students to post ideas for administration implemented through the UNO app, or town hall meetings for students to physically voice opinions to faculty.

<span style="font-size:small;"><span style="font-family:arialThrough our prototyping and testing,helvetica,sans-serif"><span style="background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap">The classroom is just one part of the college experience. Participation in learning communities, student organizations, community service projects, internships, jobs, and more are experiences we received feedback that students often find feel a lot of value ingreater isolation from administration than faculty/professors. Despite this reality, there is one clear difference between academic classes and They also expressed questions regarding the other experiences students devote time to: academic credit. We believe students at UNO would like to spend more time in their activities outside implementation of the classroomstudent ideas. However there are several barriers that get in the way. Our goal is to give students In the timefuture, space, and agency we hope to pursue their true passions, whether that is found inside build off of the classroom or not. We would like ideas to see academic credit be granted to students for experiences outside create both communication of the classroom. We want to redefine the typical ‘curriculum’ and ‘classroom’ a student experiences during college. We believe this will provide students with the time ideas and space to pursue projects and opportunities they are passionate about; without fear of sacrificing performance in traditional classes. In order to create an environment hold administration accountable for students to pursue innovative ideas, we need to better empower students to make change. Not only should more students be included in the decision-making process, but they should be driving the decision making process. Students don’t need to graduate in order to make an impact. They can make an impact todaytheir implementation. Instead of asking students, “What’s next?”, we should be asking them, “What’s now?”</span></span></span>

<span style="font-size:small;"><span style="font-family: arial, helvetica, sans-serif; background-color: transparent; font-weight: 700; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">==Tactic #1 Interactive Freshman Engagement Fair </span><span style2 Student and Faculty Emergency Committee (Marissa Morales)===="font-family: arial, helveticaThe pandemic has taken a toll on the university altogether. When looking at how the university responded to the pandemic and how they attempted to find solutions to keep students engaged, sans-serif; background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">(Lavanya Uppala)</span></span>a lot was missed from it. Students have a range of responsibilities that they have to deal with aside from their education. It’s important for students that administration keep all of their situations in mind when making decisions on their behalf. Students are highly impacted when big world events occur and they should be a part of the decision making process. That’s why we believe that an emergency committee should be made to bring all major actors from the university together to focus on the needs of all mavericks altogether.

<span style="font-size:small;"><span style="font-family:arialThe Student and Faculty Emergency Committee would bring students,helveticaadministrators,sans-serif"><span style="background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap">Through interviews with students from various backgrounds, we’ve seen a near consistent trend where students are unaware of opportunities faculty and staff together to provide resources available in communities other than their own majors. This mainly stems from the disconnect of Scott and Dodge campus, as these two campuses to those who are split affected by majora life changing event. In turn, this causes an underutilization or underrecognition of important campus One thing that was shared by many students was that it is difficult to locate resources, and fractionation of students into major or on campus specific cohorts. Therefore, in order The idea is to better join allow the campuses and prevent such committee to come up with a separation, showing students early-on in their college career the variety whole list of resources available on either side of UNO is important. Furthermore, connecting that students can utilize and find ways to these resources freshman year allows them to discover groups better serve learning obstacles that may help them in their future academic, work, or extracurricular endeavorscome with a national emergency.&nbsp;</span></span></span>

<span style="font-size:small;"><span style="font-family:arial==Tactic #3 A Student Focused Week (Joey Gruber)====Most students are not solely students. Many are employees,helveticamothers,sans-serif"><span style="background-color: transparent; font-weight: 400; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap">One way of solving this problem is by holding a freshman convocationvolunteers, engagementstudent leaders, and involvement fair split between much more. Due to the pandemic, many of the two campuses. Incentivizing roles that students to visit locations have are now different with new challenges and uncertainties, but it seems that they normally would the university did not want, needconsider these roles when shifting to remote learning. For instance, DACA students did not receive any emergency funds or get specialized help when the pandemic happened. Other students had topick up new jobs, while also connecting them were suffering from severe mental illness and more due to clubsthe pandemic, groupsbut each of these problems were not acknowledged when UNO shifted to remote learning. On top of this, students are overwhelmed with their plates and without the outlets, they previously had available, like studying in public spaces without fear of exposure, seeing friends often, and departments relevant being able to easily communicate with professors. With this in mind and the knowledge that students were already experiencing high stress before the pandemic, we believe that location makes them more knowledgeable a change should be made to improve and prepared for their first year at UNO. Such incentives to visit these fair booths may include prizes such gift cards, t-shirts, or even class creditincorporate the livelihoods of students.</span></span></span>

<span style="fontTo do this, we want to create a student-size:small;"><span style="fontfocused week. This week would allow students to take a break from the ever-family: arialgrowing assignments and responsibilities and instead relax and remind themselves why they are going to college. First, helveticathis week would not have any due dates and instead only completion based tasks. This way students can focus on actually learning the matter rather than being graded. Next, sansthere would be no major tests or projects during this week and the first three days following. This way students can focus on the current material without the burden of something major coming up soon. On top of this, classes should be student-serif; backgroundcentered that bring in speakers or focus on a topic related to the course. This way students can understand the material from a different perspective and engage in learning typically not offered by the curriculum. We also want to provide students with a week of services that they normally would not be offered, such as, a speaker series, massages, legal services, and other self-color: transparent; font-weight: 700; font-variant-numeric: normal; font-variant-east-asian: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Tactic #2 Mavericks For Change Student Group </span><span style="font-family: arialcare services. Lastly, we want this week to emphasize partnerships. Students, staff, faculty, helveticacommunity members and more should be provided with any resources needed to take part and create opportunities for other students during this week. Overall, sans-serif; background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">(Cade Wolcott)</span></span>the goal of this idea is to provide students with the opportunity to focus on their passions and relax without the stress of traditional education.

<span style="font-size:small;"><span style="background==Tactic #4 Innovative, Changed-color: transparent; white-space: pre-wrap; font-family: arialFocused Spaces (Joey Gruber, helveticaMarissa Morales, sans-serif;">We have identified a need & Ryan Chapman)====What separates undergraduate and graduate students from professionals is production. Graduate students are usually just beginning to provide more opportunities for UNO produce relevant ideas, whereas undergraduate students may not contribute to pursue their ideas field until they enter into a job or into graduate education. Much of what undergraduate and effect instrumental graduate students are taught is solely information. We believe that we can initiate change at UNO in the graduate and in undergraduate student population by creating methods of initiating the application of the surrounding communityknowledge that they are being taught. One Equally as important is teaching students to work outside of our proposed solutions the information they are being taught - that their career is not defined by what their major is to create a student organization focused on empowering students. We call this group, Mavericks for Change.</span></span>

<span style="font-size:small;"><span style="background-color: transparent; white-space: pre-wrap; font-family: arialWe believe that by having spaces to creatively work on any project, helvetica, sans-serif;">Mavericks For Change it will empower students to go beyond the curriculum to focus on what they are truly passionate about. Our goal is a student organization that empowers to have spaces on Dodge campus as well as Pacific campus to allow students from all majors to explore. Currently, there are limited spaces to pursue their ideas only specific students that allow for improving UNO innovation and creativity, such as the communityScott Scholar Design Thinking Space and various art labs. This organization focuses on being accessible We believe that we can encompass some of the existing opportunities and create new spaces that allows students to any student at any time during pursue their college career. Students learn about design thinking passions and creating change on campus and the Omaha communityideas. UltimatelyThis means providing students with tangible prototyping materials, this organization gives students the spacefunds to pursue any type of project, agencyas well as creating a comfortable, and freedom to create instrumental change at UNOcollaborative environment.</span></span>

<span style="font-size:small;"><span style="background-color==Additional Documentation====Landscape Canvas: transparent; white-space[https: pre-wrap; font-family//docs.google.com/spreadsheets/d/1TBYI3RElNAgKb8y_9YK0gH63srk7n5wdZbdYq2W4vYA/edit?usp=sharing https: arial, helvetica, sans-serif;">Any student at UNO could join this organization at any time//docs. We envision this organization having a dedicated space on campus, perhaps partnering with the Creative Production Lab at UNO, where students can come in, view prototypes and projects that members are working on, ask questions, work on their own ideas, or join a project that they think is interestinggoogle.<com/span><spreadsheets/span>d/1TBYI3RElNAgKb8y_9YK0gH63srk7n5wdZbdYq2W4vYA/edit?usp=sharing]

<span style="font-size:small;"><span style="background-color2019 Cohort=====Cultivating an Environment for Innovation===The classroom is just one part of the college experience. Participation in learning communities, student organizations, community service projects, internships, jobs, and more are experiences that students often find a lot of value in. Despite this reality, there is one clear difference between academic classes and the other experiences students devote time to: transparent; white-academic credit. We believe students at UNO would like to spend more time in their activities outside of the classroom. However there are several barriers that get in the way. Our goal is to give students the time, space, and agency to pursue their true passions, whether that is found inside the classroom or not. We would like to see academic credit be granted to students for experiences outside of the classroom. We want to redefine the typical ‘curriculum’ and ‘classroom’ a student experiences during college. We believe this will provide students with the time and space: pre-wrapto pursue projects and opportunities they are passionate about; fontwithout fear of sacrificing performance in traditional classes. In order to create an environment for students to pursue innovative ideas, we need to better empower students to make change. Not only should more students be included in the decision-family: arialmaking process, but they should be driving the decision making process. Students don’t need to graduate in order to make an impact. They can make an impact today. Instead of asking students, “What’s next?”, helveticawe should be asking them, sans-serif;">“What’s now?”====Tactic #1 Interactive Freshman Engagement Fair (Lavanya Uppala)====Through interviews with students from various backgrounds, we’ve seen a near consistent trend where students are unaware of opportunities and resources available in communities other than their own majors. This group could lead mainly stems from the charge for increasing innovation disconnect of Scott and Dodge campus, as these two campuses are split by major. In turn, this causes an underutilization or underrecognition of important campus resources, and entrepreneurship fractionation of students into major or campus specific cohorts. Therefore, in other student organizations order to better join the campuses and prevent such a separation, showing students early-on in their college career the classroomvariety of resources available on either side of UNO is important. Members could lead design thinking workshops Furthermore, connecting students to these resources freshman year allows them to discover groups that may help them in their future academic, work, or host innovation competitionsextracurricular endeavors.</span></span>

<span style="font-size:small;"><span style="background-color: transparent; white-space: pre-wrap; font-family: arialOne way of solving this problem is by holding a freshman convocation, helveticaengagement, sans-serif;">This group and involvement fair split between the two campuses. Incentivizing students to visit locations that they normally would provide a space for any student not want, need, or get to, while also connecting them to pursue their passions clubs, groups, and ideas, especially ideas relating departments relevant to improving higher education. We feel that students are often asked, “What’s next?” during location makes them more knowledgeable and prepared for their college careerfirst year at UNO. Are they getting a job or are they going Such incentives to grad school? While visit these questions are still importantfair booths may include prizes such gift cards, t-shirts, we feel that these questions may prevent or even class credit.====Tactic #2 Mavericks For Change Student Group (Cade Wolcott)====We have identified a need to provide more opportunities for UNO students from realizing to pursue their ideas and effect instrumental change at UNO and in the impact that they can make right now, before they graduatesurrounding community. This One of our proposed solutions is to create a student organization would allow focused on empowering students to answer the question. We call this group, “What’s now?”</span></span>Mavericks for Change.

<span style="font-size:small;"><span style="background-color: transparent; white-space: pre-wrap; font-family: arial, helvetica, sans-serif;">In order for this Mavericks For Change is a student organization that empowers students to gain traction pursue their ideas for improving UNO and have success we would look to identify students across the university that have similar passion for creating instrumental changecommunity. We would also need This organization focuses on being accessible to identify faculty mentors who believe in our mission any student at any time during their college career. Students learn about design thinking and respect student agency for creating changeon campus and the Omaha community. RecentlyUltimately, we have pitched this concept to people involved in UNO Student Governmentorganization gives students the space, agency, the “official” body for student advocacy. The faculty advisor for Student Government has expressed excitement for this type of organization and views it as a necessary complement freedom to the work that Student Government doescreate instrumental change at UNO.</span></span>

<span style="font-size:small;"><span style="font-family: arial, helvetica, sans-serif; background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-Any student at UNO could join this organization at any time. We envision this organization having a dedicated space: pre-wrap;">Additionallyon campus, perhaps partnering with the following wiki page outlines a similar organizationCreative Production Lab at UNO, DIBSwhere students can come in, view prototypes and projects that will be helpful as we implement this proposal.</span><span style="font-family: arialmembers are working on, ask questions, helveticawork on their own ideas, sans-serif; background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrap;">[http://universityinnovation.org/wiki/How_to_create_the_organization_Dedicated_Individuals_Bettering_Society_(DIBS) <br />http://universityinnovationor join a project that they think is interesting.org/wiki/How_to_create_the_organization_Dedicated_Individuals_Bettering_Society_(DIBS)]</span></span>

<span style="font-size:small;"><span style="background-color: transparent; white-This group would provide a space: pre-wrap; font-family: arial, helvetica, sans-serif;">What if UNO had an opt-in cohort system for first-year students meant any student to help them build connections pursue their passions and ideas, especially ideas relating to a group of improving higher education. We feel that students on campusare often asked, “What’s next? Feelings of alienation and lack of involvement were issues that have come up repeatedly ” during discussions on campustheir college career. Cohorts would consist of sets of approximately twenty-five Are they getting a job or are they going to grad school? While these questions are still important, we feel that these questions may prevent students in from realizing the same college who impact that they can make right now, before they graduate. This organization would take several of their general education courses together, participate in a “lab” course focused on developing college survival skills, have opportunities allow students to develop professional skillsanswer the question, and build relationships with classmates due to the significant amounts of facetime.&nbsp;</span></span>“What’s now?”

<span style="font-size:small;"><span style="background-color: transparent; white-space: pre-wrap; font-family: arial, helvetica, sans-serif;">We receives interesting feedback from students on this idea. They asked about how these were formed, how they were incentivized, how they were led, what they were focused on, and if there was a current model In order for this on campus. One thought that a student had was making the trial of cohorts opt-out rather than opt-in. The logic was that highly involved organization to gain traction and motivated have success we would look to identify students are already going to be interested in cohorts, minimizing across the potential benefit on the overall student bodyuniversity that have similar passion for creating instrumental change. Making opt-out cohorts We would benefit students also need to identify faculty mentors who are less likely to generate impactful connections on campus. Incentives come from the additional resources discussed believe in our prototyping session, such as peer mentoring, smaller class sizes mission and respect student agency for general education courseschange. Recently, potentially integrated courseswe have pitched this concept to people involved in UNO Student Government, and the social connections, as well as specialized support“official” body for student advocacy. Peer mentoring was a fruitful discussion. While such a cohort would likely need some sort of administrative or The faculty support, having paid student leaders run significant portions advisor for Student Government has expressed excitement for this type of the cohort would be beneficial to the overall experience. Said student leaders could also gain college credit for their work. Not only does organization and views it give older students professional experiences as well as a job, but also helps new students build relationships with students who are well-established on campus. It creates networks that span “generations” of students. Working student-necessary complement to-student also can create a kind of solidarity and mutual support, as the experiences even of recent graduates are different than those of current first-year students. This idea draws inspiration from the Thompson Learning Community, the Honors Program, and the Freshman Leadership Council on campuswork that Student Government does.</span></span>

<span style="font-sizeAdditionally, the following wiki page outlines a similar organization, DIBS, that will be helpful as we implement this proposal.[http:small;">'''<u style="font-size: larger">Tactic #4 Applied Innovation Class (50/50)/universityinnovation.org/wiki/How_to_create_the_organization_Dedicated_Individuals_Bettering_Society_(Elizabeth HaagDIBS)<br /u>'''<http://universityinnovation.org/wiki/span>How_to_create_the_organization_Dedicated_Individuals_Bettering_Society_(DIBS)]

<span style="font===Tactic #3 University wide opt-size:small;"><span styleout cohort (Nathan Johnson)="font===What if UNO had an opt-family: arial, helvetica, sansin cohort system for first-serif;">After conducting interviews with incoming freshman and faculty at the University year students meant to help them build connections to a group of Nebraska at Omaha, we as a cohort have identified some road blockers at our university, which challenge some students to become leaders on campus? Feelings of alienation and innovators within the university system and the Omaha community. One lack of the significant challenges is the majority of the students involvement were issues that attend our university commute to school and have no reason to remain come up repeatedly during discussions on campus after their classes have finished. With a vast majority Cohorts would consist of sets of approximately twenty-five students commuting to school, we have identified students becoming less interested in becoming involved on campus, in turn, less involved in the community. Another factor we have identified is that there is an innovation program at UNO, but only open to a scholarship learning community. Most students told me that they same college who would take an innovation class if it would count towards several of their primary or general requirementseducation courses together, participate in a “lab” course focused on developing college survival skills, and not add to the lessons they already have opportunities to take." The idea of a 50/50 innovation class would help bridge the gap of becoming involved in the community while counting this experience as class-credit and learning about leadership and innovation develop professional skills. 50% of the "class" time would be spent on learning leadership, innovation, and research skills to count towards requirements for general education. The other 50% of the "class" would be spent working with peers as a group&nbsp; (ideally from different majors) to partner build relationships with a Omaha, non-profit or for-profit company, to address a social-political, sustainable, architectural, ex.. issues by applying skills that they have learned in "class" classmates due to the Omaha community. This could be an attainable possibility within the Omaha community by working with the Service Learning Academy within the Barara Weitz Community Engagement Center at UNO. There are many resources at UNO that can make this class possible if we pull them together and divide the gap between these resources, to provide more opportunities for innovational learning for all students here at UNOsignificant amounts of facetime.</span></span>

<span style="fontWe receives interesting feedback from students on this idea. They asked about how these were formed, how they were incentivized, how they were led, what they were focused on, and if there was a current model for this on campus. One thought that a student had was making the trial of cohorts opt-size:small;"><span><span style="fontout rather than opt-family: Arial; backgroundin. The logic was that highly involved and motivated students are already going to be interested in cohorts, minimizing the potential benefit on the overall student body. Making opt-color: transparent; fontout cohorts would benefit students who are less likely to generate impactful connections on campus. Incentives come from the additional resources discussed in our prototyping session, such as peer mentoring, smaller class sizes for general education courses, potentially integrated courses, and the social connections, as well as specialized support. Peer mentoring was a fruitful discussion. While such a cohort would likely need some sort of administrative or faculty support, having paid student leaders run significant portions of the cohort would be beneficial to the overall experience. Said student leaders could also gain college credit for their work. Not only does it give older students professional experiences as well as a job, but also helps new students build relationships with students who are well-variant-numeric: normal; fontestablished on campus. It creates networks that span “generations” of students. Working student-variantto-eaststudent also can create a kind of solidarity and mutual support, as the experiences even of recent graduates are different than those of current first-asian: normal; vertical-align: baseline; white-space: pre-wrap">Landscape Canvas: [https://docsyear students.googleThis idea draws inspiration from the Thompson Learning Community, the Honors Program, and the Freshman Leadership Council on campus.com/spreadsheets/d/1WHYWy-1RAHlvzEtD_O7SGZjmDOyxr9xa8GnwcDclyrw/edit?usp=sharing https://docs.google.com/spreadsheets/d/1WHYWy-1RAHlvzEtD_O7SGZjmDOyxr9xa8GnwcDclyrw/edit?usp=sharing]</span></span></span>

<span style====Tactic #4 Applied Innovation Class (50/50)(Elizabeth Haag)====After conducting interviews with incoming freshman and faculty at the University of Nebraska at Omaha, we as a cohort have identified some road blockers at our university, which challenge some students to become leaders and innovators within the university system and the Omaha community. One of the significant challenges is the majority of the students that attend our university commute to school and have no reason to remain on campus after their classes have finished. With a vast majority of students commuting to school, we have identified students becoming less interested in becoming involved on campus, in turn, less involved in the community. Another factor we have identified is that there is an innovation program at UNO, but only open to a scholarship learning community. Most students told me that they would take an innovation class if it would count towards their primary or general requirements, and not add to the lessons they already have to take."fontThe idea of a 50/50 innovation class would help bridge the gap of becoming involved in the community while counting this experience as class-size:small;credit and learning about leadership and innovation skills. 50% of the "class" time would be spent on learning leadership, innovation, and research skills to count towards requirements for general education. The other 50% of the "><span><span style=class"fontwould be spent working with peers as a group (ideally from different majors) to partner with a Omaha, non-family: Arial; backgroundprofit or for-color: transparent; fontprofit company, to address a social-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline; white-space: pre-wrappolitical, sustainable, architectural, ex.. issues by applying skills that they have learned in "class">Video: [https://www.youtubeto the Omaha community.com/embed/dgUuHb9qrdg https://wwwThis could be an attainable possibility within the Omaha community by working with the Service Learning Academy within the Barara Weitz Community Engagement Center at UNO.youtubeThere are many resources at UNO that can make this class possible if we pull them together and divide the gap between these resources, to provide more opportunities for innovational learning for all students here at UNO.com/embed/dgUuHb9qrdg]</span></span></span>

<span style="font==Additional Documentation===Landscape Canvas: [https://docs.google.com/spreadsheets/d/1WHYWy-size:small;"><span style1RAHlvzEtD_O7SGZjmDOyxr9xa8GnwcDclyrw/edit?usp="font-familysharing https:arial,helvetica,sans-serif">'''<u>2018 UIF Cohort</u>'''</span><docs.google.com/spreadsheets/d/span>1WHYWy-1RAHlvzEtD_O7SGZjmDOyxr9xa8GnwcDclyrw/edit?usp=sharing]

<span style="font-sizeVideo:small;"><span style="font-family[https:arial,helvetica,sans-serif">'''<u>2//www. Reworking the System<youtube.com/u>'''<embed/dgUuHb9qrdg https://www.youtube.com/span><embed/span>dgUuHb9qrdg]

<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif">2018 Cohort=====Reworking the System===Affordable and accessible higher education is a major challenge in Omaha, Nebraska. Especially at the University of Nebraska, Omaha (UNO). Many students can not financially afford to attend UNO and end up with a hefty amount of student debt. Those fortunate enough to obtain funds for college either work many hours into exhaustion, or score scholarships and grants. Even with provided funds for college, many struggle to fit into the cookie cutout that the university and many other educational systems desires. To combat this, students need support from mentors, tutors, or other resources to level the playing field for those that can play the game of "standardized education". Currently, there are a few pushes for improvement of UNO's accessibility but don't gain much traction within the university for various reasons.</span></span>

<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif">'''<u>==Tactic #1 Design Flaw Course</u>'''&nbsp;(Parker Jensen)</span></span>====Many students see these issues on campus, however they struggle with implementing a solution with support from a majority of campus. One of our proposed solutions is to develop a class called "Design Flaw" which simplifies design thinking to any disciplinary major. The classes would start simple showcasing common design flaws such as the "Norman Door." After students grasp the concept of defining an issue, they would then be shown how to ideate possible solutions through informative questions such as, "Why is it a bad design? How could you improve it? Who can help you improve it?" Later in the course, students will start noticing broader design flaws such as the educational system in Nebraska, but more specifically, areas that it could be improved upon. This will hopefully end up resulting in students focusing on how to improve not only the university they are attending, but the surrounding community. We would first pitch this idea to many faculty and advisors to get their feedback as we have the layout plan of our curriculum. Sitting down with a chosen professor to teach this course for the first time would be a great time to construct the curriculum to their needs and desires to ensure they can be comfortable and fulfill our vision.

<span style="font===Tactic #2 Mav-size:small;"><span styleMatch (Nico Lindell)="font-family:arial,helvetica,sans-serif">===Many students see these issues on campus, however they struggle with implementing a solution with support from a majority are daunted by their first year of campuscollege. One of Here at our proposed solutions is to develop university, we have a class scholarship program called "Design Flaw" the Thompson Learning Community which simplifies design thinking to any disciplinary majorprovides mentors for each student. The classes would start simple showcasing common design flaws such as the "Norman Door." After Many of these students grasp have stated that the concept support of defining an issue, they would then be shown how to ideate possible solutions through informative questions such as, "Why said mentors is it what kept them in college. The Thompson Learning Community has a bad design? How could you improve it? Who can help you improve it?" Later in the coursegraduation rate greater than 90 percent. With Mav-Match, students each first-year student will start noticing broader design flaws such as the educational system in Nebraska, but more specifically, areas that it could be improved uponpaired with a social college to help they with their college experience. This will hopefully end up resulting in students focusing app could also be useful for meeting new people on how campus to improve not only the university they are attending, but the surrounding communitygrow each student’s personal network. We would first pitch have already constructed an early prototype of this idea to many faculty and advisors to get their feedback as we have the layout plan of our curriculum. Sitting down with a chosen professor to teach this course To improve it for the first time next iteration, we would be implement our feedback, and possibly create a rough draft of a great time to construct the curriculum to their needs and desires to ensure they can be comfortable and fulfill our visionworking app.</span></span>

<span style="font-size:small;">'''<u>===Tactic #2 Mav3 Collaborative Coursework (Parker Jensen)====Classwork here at UNO lacks many hands-Match<on skills found within the career’s students are preparing for. Some courses do offer internship course work, or hands on learning, however, lectures tend to be the popular teaching style for many classes. These are great in some instances, but not amount that they are seen on campus. Collaborative coursework gives students the opportunity to delve into unknown subjects/u>'''<span style="font-family: arialpaths of thinking through the academic lens. This could look like two dissimilar courses working on one project together, or even one class teaming up with a student org. This would offer the so desired hands on learning experience that many students seek. Not to mention, the collaboration between different resources on campus would greatly improve many aspects here at UNO. To start this, helveticawe would connect with the innovation and entrepreneurial professors and faculty on our south campus to pitch the idea and find out which class we can implement at, sans-serif;">&nbsp; (Nico Lindell)</span></span>Collaborative Team Up" activity. We would then use that as a jumping spot to create a whole curriculum for two class or a class partnered with a student organization to ensure they are gaining the skills we are focusing on.

<span style="font-size:small;"><span style="font-family:arial,helvetica,sans-serif">Many students are daunted by their ==Tactic #4 UIF Continuation (Nico Lindell)====As the first year cohort from the University of college. Here Nebraska at our universityOmaha partaking in the University of Innovations Fellowship program, we have a scholarship program called find it extremely important to continue the Thompson Learning Community which provides mentors for each student. Many cycle of these likeminded students have stated to develop the skills that the support of said mentors is what kept them are gained in college. The Thompson Learning Community has this program so that each succeeding cohort can continue our teams long term goals as well as leave a graduation rate greater than 90 percentlegacy behind for themselves in further improving our campus. With Mav-Match, each We would first-year student will be paired with a social college to spread the word in hopes of exciting next year’s cohort and help direct them towards the resource they with need to improve their college experiencechances and skills needed for this opportunity. This app could We would also be useful talk with the staff that supports us right now to set up a long-term commitment in place for meeting new people on campus to grow each student’s personal network. We have already constructed an early prototype of group that goes through this idea. To improve it for the next iteration, we would implement our feedback, and possibly create a rough draft of a working appprocess.</span></span>