Priorities:Tennessee Technological University- Student Priorities
Contents
Student Priority #1:
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. 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 studenst 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.
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 success of this strategic priority, 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 student-facilitated pop-ups introduced.
The 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.
Everyone has a need for innovation in their degrees, and these specialized pop-ups are a way to introduce more students to invaluable resources on campus.
Student Priority #2:
INTERDISCIPLINARY COLLABORATION & LONG-TERM AVENUES FOR I&E PURSUIT
Currently Available Resources
Research completed regarding the I&E ecosystem at Tennessee Technological University uncovered a large base of I&E capable student organizations (40+) with an overwhelming lack of courses either I&E based or worked to integrate I&E principles into the curriculum. Courses containing these principles were clustered within the engineering and business disciplines, with few outliers in agriculture and nursing.
One such course, including students of nursing and chemical engineering (open to biomolecular concentration as well as general chemical engineering students), is called Clinical Immersion at Interdisciplinary Interfaces and was piloted during the Fall 2015 Semester. This course taught students to apply field experience/observation and personal interviews to a process very similar to the design thinking process called the Legacy cycle. Then students used this creative process to generate innovative solutions to problems noted during clinical experiences in the hospital and/or identified by health care workers (mostly staff nurses). One solution presented at the end of the course included plans and theoretical proof of concept for a non-lead radiation-shielding sterile drape which would be reusable, sterilizable, light-weight and flexible.
Areas for improvement
Though this course was interdisciplinary and focused on a process similar to design thinking, there were a few improvements which would make the experience more effective:
- Increased time: The one semester course was too short for any of the four groups to fully develop a prototype or MVP (minimum viable product).
- Increased interdisciplinary aspect: The course only included students from nursing and chemical engineering disciplines, leaving large knowledge deficits when developing business plans and/or other aspects of prototype development which could not be solely applied to chemical engineering and/or nursing.
- Greater introduction to available resources: While the class was briefly introduced to resources available for prototyping on campus including the iMakerspace within the iCube, no in-depth instruction was provided on use of these resources due to time constraints.
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