Priorities:Central Michigan University Faculty Projects
Contents
Project Name: A Connected Campus: Student Achievement through Innovation & Entrepreneurship
Project by Faculty Innovation Fellows Candidate Julie Messing
Why is this project important to you, your department, & your Fellows?
This project is in the initial stages of bringing together a variety of individuals from across campus to develop and grow a network of engaged, passionate, and talented innovators & entrepreneurs. We are all operating in an environment of tight cost controls, decreased enrollments, and restricted funding. Not only is this a tough environment, it breeds competition for the resources that currently exist. By partnering with 2-4 deans with a similar goal, we have identified a growing group of campus ‘friends’ that see the value and are energized by working together to build something bigger, grander, and of more student value by collaborating.
Description
Our Connected Campus in I&E project has an ultimate objective of amplifying the entrepreneurial mindset and innovation culture at CMU...to make it a connecting thread across all disciplines and levels, from our regional MI campus to our global campus. We are shaping an environment with both student and faculty ambassadors that will place CMU in the top choices of incoming students seeking a campus life that invigorates, challenges, and connects them beyond their time in the classroom. One where employers vie for CMU graduates because of their intense, well rounded experiences and entrepreneurial mindset.
We start our journey to reach this vision by bringing together a team of a dozen+ of student ambassadors and faculty/staff across campus to connect, share, and build a variety of initiatives that reach across multiple areas to engage our teams in I&E. This will include activities like networking events, hackathons & design challenges, competitions, the UIF program, travels, supported research, connecting our multiple spaces, and much more. In our first year, we will develop a x-campus co-working & makerspace for building student community and evolve our annual marquee New Venture Competition into a campus-wide New Venture Challenge where students and faculty from across campus can showcase their I&E achievements to a wider audience in a day of celebration and recognition.
Stakeholders served
- Students across undergrad, graduate, and medical school.
- Faculty from disciplines ranging from creative fields, business & humanities to STEM related and our medical school.
- Deans and other administration to support the initiatives and offer guidance and motivation for others to engage.
- The external entrepreneurial community (alumni, entrepreneurs and the greater entrepreneurial ecosystem).
Key Milestones
- December 2021: Neutral student coworking & creative community space staffed, trained, and ready to officially open first of the year
- March 2022: First UIF co-hort to travel to CA, faculty/staff team connected, starting to grow, and preparing to host its first connected showcase in April
- June 2022: First showcase held, landscape map in Iteration #1
- September 2022: 2nd UIF cohort in place,
- December 2022: Student ambassador team plans and runs its first significant event
- March 2023: Campus-wide showcase grows to include 5+partners and has independent funding to help support it
An Innovation Portfolio
Event plans, activities generated, maps and tools created, ambassador guides & term project synopsis.
Project Name: Fostering an environment of success for First-Generation students
Project by Faculty Innovation Fellows Candidate Alejandra Rengifo
Why is this project important to you, your department, & your Fellows?
There is not a program or project of this kind in my university. First-Generation students at CMU are a very important aspect of our student body because of what they have to offer to all of us, but they need to be guided to succeed once they arrive on campus their first semester. In Michigan 35.63% are First-Generation students, that is an important number, and we need to serve them as best as we can.
Description
Background A First-Generation student is very much a United States denomination for, as the Department of Education (DOE), and Central Michigan University classifies it “a student having parents (adoptive or natural) that never enrolled in post-secondary education.” These students are “generally considered higher-risk because of the lack of cultural capital, a tendency to be from a lower socio-economic status, and more often than not, a member of a minoritized group, persistence and graduation rates for First-Generation College Students lag behind those students who have parents or family supporters that have enrolled in college and graduated with a degree.” (DOE) In Colombia I am what in the US they call continuing-generation since I am a fourth-generation college graduate, so this concept of first-generation students was very foreign for me until I started working at CMU with Latino students some of which are children of migrant workers. One of my fields of study is Latino culture and literature, so I know about the academic achievement gap in the Latino community, but when I was introduced to the First-Generation construct, I started to work on trying to educate Latino parents and students about the importance of attending college because of the benefits it will bring their child, and because as the community they are and they represent, they need to start a change. In the United States the Hispanic/Latino community has shown to be resilient, and instrumental in the economy and societal improvements, and changes that the country has had in the past fifty years. We are still invisible for a quite few issues but considering that Hispanics are 18.9% of the overall US population, and that by 2026, Hispanic enrollment in higher education is expected to exceed 4.0 million students, far surpassing the growth rate of any other racial-ethnic group – by over 10%. (HACU.net), we are now being looked at closely, and sought out fiercely. A significant number of Latino college students are first-generation, and they are not alone according to the National Association of Student Personnel Administrators (NASPA)
Fifty-six percent of all postsecondary students in the U.S. have parents who don’t hold bachelor’s degrees. Fewer first-generation college graduates use career-planning services like career fairs and resume assistance than continuing-generation college graduates. First-generation college students are more likely to come from low-income or minority backgrounds and to be parents, caregivers, veterans or first-generation Americans. Twenty-eight percent of first-gen students are 30 or older. Forty-six percent of first-gen undergraduate college students participate in extracurricular clubs, compared to 65% of continuing-generation students. Fewer first-generation college students hold formal leadership roles, conduct research projects with faculty members, complete paid internships and study abroad than continuing-generation college students.
Race, ethnicity, and socioeconomic status also play a role in who First-Generation students are (NASPA)
- American Indian, Alaska Native, Native Hawaiian or Pacific Islander - 54%
- Asian - 39%
- Black or African American 59%
- Hispanic or Latino - 60%
- White - 36%
Universities across the country recognize the presence of these students on their campus, but not much is done about supporting them beyond their arrival to start their first semester. These are students with varied and diverse needs different than those of the continuing-generation. They are left alone to navigate a world that they never thought would be able to attain. So, what can universities do to support them? National organizations like the Center for First-Generation Student Success, an initiative of NASPA and the Suder Foundation, has created a path for higher education institutions to become a First Scholars Champion Campus, a very coveted and hard to get nomination. It is important to know that one of the main priorities of any university that wants to be part of the Center is to be an advocate and thought leader for advancing critical first-generation student success conversations through national convenings, advocacy, and policy influence. (Center). There are four stages: Network member, First-Gen Forward, First Scholars, First Scholars Champion Campus.
CMU is now at the first stage; we are a network member institution. It is a very positive step towards giving more visibility not only to First-Generation students, but also to faculty and staff that are First-Generation.
Project When the UIF training started, I immediately thought about doing a project to help our First-Generation students on campus. After thinking and analyzing the options, I realized that at CMU we can create a network of second, third-, and fourth-year First-Generation students that can support the incoming first year students to settle in college because research indicates that issues negatively impacting First-Generation College Students include less academic preparation, internalization of negative stereotypes, less awareness of information about colleges and funding opportunities, ongoing financial concerns, culture shock, low self-esteem, and underdeveloped study and time management skills. (CMU FGen Advisory task). There are on campus three groups that work towards creating awareness, and somewhat support, for First-Generation students, but it is best if we can consolidate efforts and resources to work together towards a common goal: creating a strong network of support and mentoring for incoming CMU First-Generation students to graduate from college. The idea of this network is to provide to the incoming and any First-Generation students support in the following areas:
- Academic: peer students that can help them when they need help in any area
- Social: peer students that can show them what are good activities to do on campus to relax, have fun, meet other people
- Mental: peer students that can share their experiences, support them when they need help. Also, they can point them to the professionals when help is needed.
- Fundraising: a joint effort to raise money to take trips to conferences for First-Generation students or to go to Art Museums or events around the area, among plenty of activities that can be done.
- Outreach: visit high schools in the state to support future First-Generation in their process to apply for college.
This network will be open to any student, faculty or staff that wants to support this cause. One doesn’t need to be First-Generation to be part of the program and the solution.
Stakeholders served
- First Generation students at Central Michigan University
- First Generation students at partnering High Schools in the state of Michigan
- CMU First Generation Task Advisory
Key Milestones
- December 2023: Have made the coalition of all First-Generation groups to make the network, have found First Generation students that want to be part of the support network for fall 2024
- March 2024: Have had fundraising activities that expand to summer, make plans of activities for First-Generation incoming students for fall
- June 2024: Have the First Generation network Blog up and running
- September 2024: Have met old and new First Generation network students, start mentoring the first First Generation group of students that sign up for the network support, plan for new fundraising activities
- December 2024: Have winter dinner with all First-Generation student, faculty, and staff interested in participating, summary of activities, plan for next calendar year
- March 2025: Have the first cohort of First Generation students and allies, organize the first ever First-Generation graduation ceremony.
An Innovation Portfolio
Information sharing, event planning, activities, flyers, maps, surveys, fundraising ideas, etc.
Project Name: Developing AI4ALL @ CMU: AI for inclusive and responsible futuring at Central Michigan University
Project by Faculty Innovation Fellows Candidate Gustav Verhulsdonck
Why is this project important to you, your department, & your Fellows?
Currently, my department investigates the uses of AI in education and how to prevent misuse. This project proposes a need for developing a practice of AI4ALL to develop equitable AI for all people including students, faculty and staff focused on human needs and sustainability.
Description
Under this banner, this project will focus on developing the concept and practice of “AI4ALL” for CMU/the CBA. A current Stanford-led initiative (https://ai-4-all.org/) features learning about AI and integrating this as part of changemaking. The goal of this project is to make AI accessible to CMU through the lens of AI benefitting greater humanity. Since AI represents many different things, the AI4ALL@CMU initiative wants to destigmatize AI as “techie” and instead frame it as crucial to everyone. Instead of framing AI from a proprietary, tech perspective, this project focuses on promoting the need for AI as a technology that needs to be inclusive, sustainable, equitable, and usable by anyone and deployed by all for greater human good.
The goal of the project is to create: 1) inclusive and low-stakes entry workshops for different stakeholders, e.g., students, faculty, and staff to experiment with AI outside of disciplinary or punitive contexts. 2) create visibility and changemaking to promote AI4ALL as a concept institutionally and develop communities of practice around it.
Preliminary process: In terms of concrete steps, the following actions will need to be taken to foster a changemaking culture: 1) Create landscape map of stakeholders at my institution and identify institutional infrastructure and stakeholders. 2) Interview different stakeholders to gather insights into needs and existing infrastructure and environments for developing sites for future AI4ALL events.
Stage 1: Interview Associate Dean Misty Bennett, FIF Mentor Julie Messing, Dr. Troy Hicks, and Dr. Javad Nia on what their idea is for AI4ALL; Interview Dr. Isabel Pedersen and Dr. Ann Hill Duin as to how they see AI4ALL & ask follow-up questions; then use snow-ball sampling to identify relevant stakeholders I could see. Stage 2: Follow up interviews with different stakeholders
3) Organize design thinking ideation sessions on “Responsible futuring with AI4ALL” with stakeholders (e.g., students, faculty, staff) using the lenses of desirability, feasibility, and viability to identify concrete steps and actions for stakeholder needs.
4) Develop change model based on input from interviews, Design Thinking ideation sessions, with target dates for deliverables.
5) Develop and test prototypes for gaining recognition (ads, logos, ad copy), identify channels to advertise and high-impact places (CMU/the CBA) to foster interest by faculty, students, and staff. Connect with, and make use of, existing IDEA den to have students create AI4ALL@CMU stickers using Cricut machine.
6) Organize at least two workshop events to disseminate and recruit people to develop AI4ALL as a concept and practice that is embraced by CMU/the CBA.
7) Follow-up with stakeholders (ideally students, faculty, and staff) as to how they use AI4ALL and possibly embrace it in their future teaching and work.
Stakeholders served
Overall audience: Central Michigan University & College of Business Administration & Business Information Systems department: Students, faculty, and staff with interest in AI Key Stakeholders for this project: a. College of Business Administration (CBA), Associate Dean Misty Bennett b. IDEA Den/Entrepreneurial Studies program, CBA, Julie Messing (FIF mentor) c. Business Information Systems Department, Dr. Javad Norouzi Nia, member AI committee d. Education Technology Department/Chair of Education Department, Dr. Troy Hicks, campus educator on AI e. Dr. Isabel Pedersen, Ontario Tech, and Dr. Ann Hill Duin, University of Minnesota – Digital Life Institute (AI experts) f. Other stakeholders identified after primary stakeholder interviews and snowball sampling. g. Students, staff and faculty interested in developing AI4ALL
Key Milestones
- December 2023: Exploratory Interviews
- Conduct and complete exploratory interviews with main stakeholders on concepts of AI4ALL to identify ideas for possible workable prototypes for events, and low-stakes entry points for students, faculty and staff to consider how AI may benefit them and be used for humane and sustainable ends.
- January 2024: Training + Visibility Proof of Concepts of AI4ALL @ CMU
- Take AI4ALL training relating to this project at https://ai-4-all.org/resources/
- Modules:
- AI & the Environment, 2 hr;
- AI and ethics – 10 hrs
- Work on creating prototypes for workshop for CBA that incorporates concepts from this training in playful, interactive and low-stakes ways (e.g. Actions and “doing” with AI over reading)
- Create stickers for AI4ALL using IDEA Den and help from students and faculty.
- February 2024: (Adjusted date to accommodate campus semesters) Recruitment
- Preliminary workshop on AI4ALL, recruit students, faculty, and staff to “Responsible futuring for AI4ALL” sessions.
- Provide resources of AI4ALL to those interested to deepen their understanding
- April-May 2024: (Adjusted date to accommodate campus semesters) “Responsible futuring with AI4ALL”
- Conduct 2 sessions on “Responsible futuring with AI4ALL” with a focus on “actions + objects” that we can use to foster AI4ALL as a culture and concept at CMU.
- Ideally have a working group consisting of faculty, students, and staff that works on this project.
- August-December 2024: Practice
- Have people identify and use AI4ALL as part of their teaching, work, and general practices.
- January 2025: Reflection
- Gather data and artifacts from stakeholders about their experiments with AI4ALL@CMU in the classroom, and their ideas as part of future initiatives, workshops, or presentations.
- March 2025: Future goals
- Present AI4ALL outcomes and ask for feedback from key stakeholders to implement institutionally and at individual level.
An Innovation Portfolio
- Curriculum for fostering AI4ALL on a campus.
- Prototypes of AI4ALL ad copy, designs, and leave behinds for possible future campus initiatives at other universities.
- Run sheets “Responsible future with AI4ALL” DT curriculum, including activities, and group worksheets.
- Stakeholder document for developing AI4ALL structure (people types, infrastructure, and activities to identify and develop AI4ALL at your institution).
Related links
