Changes

Priorities:Santa Clara University Student Priorities

3,478 bytes added, 7 years ago

no edit summary

== Strategy #1:  Bronco Innovation Center ==

Santa Clara University has a wide range of Innovation and ~~Entrepeneruship~~ Entrepreneurship resources. The two biggest issues in strengthening the innovation culture at SCU seem to be broadening the scope of those resources and increasing student engagement with the ~~opprotunities~~ opportunities that are present. The Bronco Innovation Center concept is one to allow more resources for students to get hands -on exploration and pursuit beyond the classroom relevant to innovation. This means learning more than just the brainstorming and basic prototyping that comes with the beginning of the design and innovation process, but really giving students the chance to understand the whole process.

The idea is to introduce a space on campus where students interested in pursuing their own projects or start-ups in the realm of innovation can get help from trained student consultants across disciplines (engineering, business, arts & sciences, law, etc.). The plan would be ~~contigent~~ contingent upon heavy involvement from a faculty champion willing to help train volunteer student consultants. The volunteers would have the ~~opprotunity~~ opportunity to gain hands-on experience in many projects within their area of discipline, and would be centrally connected to a great resource to pursue their own ideas. Overall, it would be a student-based support ot the ~~defecit~~ deficit in "pursuit" of innovation on campus.

== Strategy #2:  Course Video Descriptions ==

There ~~are~~ is a wide range of I&E courses at SCU, but a lot of them are not well marketed to students that are not in the School of Engineering. A lot of the time these classes may seem ~~intimidatiing~~ intimidating or daunting to non-engineering majors. As a way to alleviate this feeling, on the course description page of a particular class, there should be a 1-2 minute video of the professor describing the requirements, topics, scope, and application of their class. This contrasts the current course description page which has currently has a brief description of the class, the prerequisites, and required books. A video describing the course will not only be a more engaging way to learn about a class but it will give students a better feel for the ~~professors~~ professor's personality and the importance of the class. It will also help students get a better idea of if they want to take that class.

The quality of many elective classes at SCU are dependent on the content and the professor. The main resources students currently have access to for learning about a class and professor are the student submitted course evaluations or the generally biased reviews from websites like Ratemyprofessors. Students of all majors could formulate a better understanding of an elective course with a video description coming directly from the professor.

Therefore, our team discovered a need for a centralized site - ideally connected to the SCU site and geared heavily toward current students - in which projects and research conducted by either students or professors could be shared and teams for projects could be created. We thought that a site such as this would create an easy way for students to explore real-world projects through interdisciplinary work among all SCU students from all schools (Engineering, Business, Arts & Sciences, and Law).

<div>== Strategy #4: Nameless Career Fair<br/span></~~div~~span>==

Our campus lacks opportunities for students to explore the career path of Innovation and Entrepreneurship. This is because often, students get placed in boxes based on their major or they get sucked into the idea that they need to work at a “name brand” company in order to be happy. Generally, career fairs are very overwhelming with people around you all trying to land the same job. This environment naturally causes people to gravitate towards big companies because everyone thinks that having a job at a big company means success. However, success should be something that is defined internally and measured by one’s self instead of listening to other people’sjudgementsabout what is and isn’t allowed to make you happy. This is an attempt to pair students with jobs they could actually be happy at and explore the possibilities that are out there.</div>= Spring 2017 Priorities =

= STRATEGY #1: REINVENTING RESOURCE MARKETING AND COMMUNICATIONS =

== Tactic:  Combining Pop-Up Classes ==

In order to give the school an experience of innovation and entrepreneurship, Santa Clara offers various one-unit pop up classes on relevant topics. A problem with these classes is that they don’t satisfy any requirement, are offered at odd times, and they are only worth one unit. This makes it so students can't or don’t want to take them. Therefore by combining them all into a 4-unit class would solve this problem. A problem that hasn’t been resolved yet is the fact that these classes are traditionally at odd times and are hard to fit in the schedule. If the classes were all a part of the same class it wouldn’t have to be squeezed in eliminating the potential to take other classes. The largest benefit of these classes being in line so they can build off each other, and come together in a big final project that has a real world component.

= STRATEGY #3: CREATING OPPORTUNITIES FOR PURSUE =

== Tactic:  Multidisciplinary Startup Venture ==

<div>        Something that our landscape canvas revealed about Santa Clara University was that there was a clear gap when it comes to pursuing a startup venture and applying the innovative and design skills into a real and practical sense. Being in the heart of the Silicon Valley and sitting on top of many valuable resources, SCU does not do enough to foster the development of student-driven startups and fails to encourage collaboration and experimentation across different disciplines within the Business, Engineering and Arts and Science schools.</div><div>         To remedy this, we outlined a startup competition which pairs students from multiple disciplines as well as industry professionals and professors to organize an idea and bring it into a real, physical startup. This would be a yearlong commitment where most of Fall Quarter would be spent in the team and skill building phase. Students would organize amongst themselves and pitch startup ideas to industry professionals/professors who are interesting in providing their expertise to those ideas into fruition. After teams organize themselves, Winter quarter would be where the idea finally transcends into a real startup. Teams would develop business strategies, produce prototypes of their product or service, develop marketing tools, create a distribution system and search for potential investors. School funding as well as resources such as the Maker Lab would be accessible to students to eliminate any financial risks and apprehension. Finally, by the end of Spring Quarter, students would present their startup and be judged by industry professionals, potentially having their ideas and talent taken beyond the campus confinements and into either a company or on their own as a fully functional startup.</div>= STRATEGY #4: ~~INCREASING ACCESSIBILITY OF MAKER LAB~~Reinventing the Career Fair =

== Tactic:  ~~Laser Cutter Material for Sale~~Removing company names ==         The Nameless Career Fair. This is the idea that students should be able to pursue the job of their dreams without being distracted by the lure of big company names. Companies will also be able to figure out who actually wants the job instead of the name. This is able to solve both problems by taking a nontraditional approach. Although this is a nontraditional approach, this could greatly benefit the students as they do not need to feel restricted and are more easily able to say no to jobs that they are not interested in pursuing. This will hopefully create many more jobs and make students a lot happier in their job.         The students will be given a list of job positions instead of company names. This will encourage students to read the job descriptions and actually see if they are interested in the position rather than the company name. This helps create a more conducive environment for job hunting as students are less stressed going through the process. <div> </div><div>

One of the stated problems was that students fail to "experiment" and use the Maker Lab as much as it is open. Currently, the 3D printers are very popular because the school sponsors and provide free filament, up a reasonable amount, for students. However, the laser cutters, while equally popular, are not used as frequently because students need to bring in their own material. This can be quite difficult if they don't posses a car or want to impulsively or quickly make something.

<div>        The proposed prototype is to install a large, locked cabinet in the mostly-empty break room just outside the Maker Lab that will hold laser-cutter-bed sized sheets of plywood and acrylic that students can purchase. The lab assistants running the open lab will use a credit card reader the Maker Lab staff has stated is already being installed. The cost of the sheets will be enough to refund the material cost, plus shipping, plus a small labor cost of TA's having to order and pick up the sheets. To simplify the system students will only be able to purchase full sheets and can either keep left overs to reuse to leave them in the community scrap bin.</div><div>

~~~~

Related Links

~~~~Spring 2018

[[~~Michael_Mehta~~Michael Mehta|Michael Mehta]]

[[~~Taylor_Mau~~Taylor Mau|Taylor Mau]]

[[~~Mariah_Manzano~~Mariah Manzano|Mariah Manzano]]

[[~~Connor_Tisch~~Connor Tisch|Connor Tisch]]

Taymau

41

edits