Changes

= Strategy #1: Developing a culture Culture of creativity Creativity =

Following the UIF Meetup and the incredible experiences at Stanford's Design School, I have been buzzing about the overwhelming importance of setting up a maker space on Union's campus. And what's even better, everyone who has heard this, has agreed with a resounding 'YES!'. One important thing to consider is the background idea that will be specific to Union's maker space. It is apparent that everyone gets excited at the mention of white boards, white table surfaces, blank studios, post-its, prototyping supplies, and good coffee. The challenge comes with ensuring that this space will live up to its full potential, which means that it will truly bring together students from all disciplines, and foster conversation and collaboration between STEM students and humanists, artists and social scientists.

The Robotics Lab at Union College currently contains a 3D printer and blank vertical surfaces, and is considered the grounds for forming a maker space on campus. The only issue is that its core idea is robotic design and computing, which although wonderful, should not be the core of the campus-wide maker space. With this in mind, I will begin the campus-wideinitiativewide initiative: '''U-CREATE '''. This will be a campus-wide initiative for students to get involved in hands-on projects, workshops, as well as rapid prototyping and ideation sessions as a prelude into designing and pitching in the idea for the Maker Space maker space to committes and departments with funding. 

''Target date for Maker Space maker space set-up: June 1, 2015''

There are numerous possibilities for integrating creativity into the class curriculum at Union. One is to should use Google's 20% model. Union College requires that each student, regardless of their major, completes General Education Requirements, among which the First Year Preceptorial (writing class) and Sophomore Research Seminar seem to particularly fit for the 20% model. The idea is to provide no constraints on what students do with 20% of their class work, yet require a project execution or presentation upon competion completion of this the particular project students seem passionate about. It would also not be graded, and would simply count towards or against participation in class, i.e. ambitious students would have to complete it in order to perform well in the class, but they would have a chance to set off on a journey of academic, personal, or professional exploration as they go along.

In addition to this, and following up on tremendously high Union faculty interest in Tina Seelig's online course "Creativity: Music to my Ears,", I will be advocating for creating Union's very own course on creativity. This idea is in its early stages, and I would primarily be speaking with Professor Erika Nelson, the head of Union's German Department, who is tremendously interested in the topic, then making the final decision between having the course be student-leadled, or searching for an intersted faculty member.

== Tactic #3: Visual and technologyTechnology-based learning Based Learning ==

2) When it comes to using computer technology or innovative learning tools, <u>most </u>professors settle for a marker and a white board, or at best a PowerPoint presentation. -> '''SLOW'''

''Sometimes, this is all one needs''&nbsp;''(so don't take this as a judgement)''. Other times, it would be quite nice to branch out and do something entirely different. Imagine a class that only allowed homeworks allows homework submitted as Prezi-'s or youtube videos. Wouldn't that be cool? What about a class that required in-class visualization of the task and the solution (whether that be a numerical problem, or a literary argument)? What about teaching visually? Too often, we focus on words and writing. Way back in high school, I would study geography by drawing my lessons. This meant means that I would briefly sketch the map of the country or continent in question, then add a whole lot of connecting lines, and additional drawings portraying anything from lessons on tourism in Spain to the natural resources of Canada.

In the long run, the goal is for at least 50% of Union's professors to incorporate alternative ways of teaching and learning into their classes. The specific requirements will be set by the U-CREATE team, as we work into on tying the Maker Space maker space idea with the idea of technology-based learning.

''Target date for getting feedback on the success on of including technology and visuals: January 1, 2015''