This grant supports the development of an entrepreneurship program in the College of Pharmacy and Health Sciences at Drake University. The program will teach students about entrepreneurship at a variety of levels by: 1) providing new students with exposure to basic concepts through entrepreneurial speakers or first-year seminars; 2) offering hands-on business classes including business plan consulting projects with local entrepreneurs and a mentoring program; 3) broadening experience in the third and fourth year through the Entrepreneurial Leadership minor for advanced entrepreneurship study. Students enrolled in the minor will take upper level business classes and take part in competition and networking opportunities; 4) formal entry and 5) leadership will be integrated into the senior capstone course, Entrepreneurship 190. In the course, student teams will advance an entrepreneurial concept into a commercially viable project. In year six, students complete nine five-week rotations in pharmacy practice experience areas.
California Polytechnic State University, 2006 - $6,000
This project supports the creation of a technology entrepreneurship curriculum for the Industrial Technology Program in the college of business at California Polytechnic University, San Luis Obispo. Faculty will develop a set of complementary courses with experiential, team-based components that build entrepreneurial skill sets. The curriculum will link to other resources in the college of business and to other CalPoly colleges and departments through interdisciplinary teams.
In spring 2005 and 2006, students in the Capstone Software Engineering course at Pace University worked in E-Teams with students from the Institute of Technology of Cambodia. Cambodian students identified project needs and acted as customers and end-users of software developed by Pace teammates. In spring 2006, the teams grew to include students from the University of Delhi (UD) in India, who worked as subcontractors on certain aspects of project development. In this way, all students learned about supply chains and international cooperation.
In spring 2007, NCIIA is supporting the extension of the capstone course to enable participating Pace and ITC students to take software products from idea to viable commercial products. Students will learn the entire software development lifecycle, along with some of the associated processes, methods, techniques and technologies. Teams will gain practical experience in applying these skills to define and understand problems, and then define, design and implement software solutions.
This grant supports the Global Health by Design (GHbD) project, an innovation fellowship that will address world health challenges through medical device design at Stanford University. The fellowship will be a collaboration between anthropology, engineering, medicine, public health, international economic policy, and business. The fellowship is built on the assumption that, in order to create and disseminate effective medical technologies in developing countries, the process needs to take place within sustainable businesses and industries in those same countries.
NCIIA funding is going toward cross-institution planning, which will take place for one year and include: choosing a host country, making connections with key colleagues in that country to facilitate the clinical immersion of the fellows, and finding partners in the host country to actualize the business plan and fund raising. GHbD will recruit four fellows, one of whom might be from the host country, and will train the fellows through a six-week boot camp that will include classroom lectures on health care, background on needs identification, information on basic biomedical technologies, an introduction to intellectual property, health care regulation, and basic health care technology economics. Fellows will travel to the host country in September for a three-month immersion, during which they will participate in the local health care delivery system and identify at least 250 clinical needs. On returning to Stanford, the fellows will process the clinical needs, conduct extensive research on forty of them, develop a detailed written profile of the clinical background, and present the profile to a faculty from the host country. Following this, fellows will invent several solutions to each problem. The solutions will be evaluated for technical feasibility, practicality, cost and manufacturability. Students from the Biodesign Innovation Class will further develop these concepts and GHbD fellows will serve as TAs for the course.
In 2000, the Kenan-Flagler Business School and the University of North Carolina-Chapel Hill created Launching the Venture, a hands-on course designed to help UNC students, faculty and staff launch a range of social, commercial, technological and scientific ventures. Its primary objective is to provide a resource to inventors, social innovators, and nascent entrepreneurs to learn business concept evaluation, business planning, marketing, and implementation skills.
This project offers continuing support for Launching the Venture. NCIIA funding will provide E-Team resources and seed funding for project identification, prototyping and business plan development.
The Electronics and Computer Services Department in the College of Engineering at Penn State University recently conducted an informal survey of students and faculty across various disciplines to assess their virtual instrumentation needs. The results indicated that the students need hands-on courses that would cover interfacing computers of various form factors to a wide array of sensors, transducers and subsystems. To that end, faculty at PSU are using NCIIA funding to develop a new pilot course, Lab Automation and Rapid Product Development.
The pilot will be offered as a senior-level special topics course in spring 2007. Through the course, students will learn to: 1) identify processes and tasks in the research lab that can be automated; 2) define the product requirements; 3) determine how to meet design constraints and optimize system performance; 4) determine hardware and software requirements; 5) use small computer-based testing, measurement and automation systems; 6) work in teams; 7) develop communication skills; and 8) understand the process of working from idea to enterprise. Several teams will be affiliated with the Penn State chapter of Engineers for a Sustainable World and work on appropriate engineering solutions for problems in developing countries.
In 2003, a NCIIA Course and Program grant provided Northeastern with the opportunity to redesign and restructure its entrepreneurial studies curriculum to respond to business and engineering faculty assessment. The assessment was instrumental in the formation of the School of Technological Entrepreneurship (STE), which integrates students from business, engineering, industrial design, and computer science in cross-discipline teams for innovation and enhanced learning. However, industrial and engineering design instruction is not fully integrated into the curriculum, and students may not collaborate on this critical aspect of product development until after graduation, when they are working in a commercial firm. This grant intends to fill the gap by developing a new curriculum that creates a cross-institutional collaboration with the Massachusetts College of Art.
The new curriculum will integrate the instruction of engineering and industrial design functions in two shared courses with MassArt, Introduction to Product Design and Capstone Product Design. In Introduction to Product Design, NU engineering design students and MassArt industrial design students will attend two lectures weekly and gain an appreciation of the industrial and engineering design tasks that must be performed concurrently during the development of a successful product. In the Capstone Product Design course, engineering and industrial design students will collaborate to produce a solution to a technical product need from problem analysis through prototype fabrication. Students will form a minimum of six teams, and will work with faculty mentors and alumni entrepreneurs.
Two years ago, the University of Colorado at Denver merged with the University of Colorado Health Sciences Center, resulting in efforts to link curricula and engage UCD undergraduate students in research and clinical problems in the medical school. As part of that effort, UCD is now building a program to support E-Team project development. Over the course of twelve months, the program will help eight E-Teams of two to three students from natural sciences, engineering, pre-med and business to develop out-of-the-box solutions to customer health care needs.
During the first five weeks, student teams will conduct a thorough market survey featuring customer interviews. From their surveys, teams will identify a problem, conduct literature and patent searches on established approaches to solving the problems, and brainstorm solutions. The teams will then construct proposals for project development, undergo a five-week seminar on medical technologies, and attend the NCIIA I2V program. For the rest of the year, student teams will develop prototypes, while taking relevant courses, working with faculty mentors, and evaluating their own progress. At the end of the semester, students will demonstrate their prototypes and deliver a written report.
University of Massachusetts - Lowell, 2008 - $31,000
Village Empowerment was founded on a commitment to sustainable partnerships among students, faculty and professional volunteers from a wide range of disciplines and institutions along with Quechua villagers in Peru. VE has installed over 80 systems that address renewable energy, health care, education, communication, water, food production and housing needs in 44 villages/towns with the help of more than 120 students, volunteers and 5 faculty from Umass Lowell. The long-term vision for this grant is to develop and offer a multi-disciplinary course on global poverty focusing specifically on Peru as a representative case study. Instructors will work together to develop a course on overcoming poverty using Peru as a case study. It will be a multi-disciplinary undergraduate course, which will involve service-learning projects, according to a student’s major, for installation in a Peruvian village. The course will be structured to foster team-work and efficiently and effectively use the knowledge of Peruvian villages to innovate systems to help alleviate poverty throughout the world. Some of the students will travel to Peru. The course should provide students with the opportunity to complete a community-service project in Peru as well as give them a deeper understanding of mass poverty.
Lion Launch Pad started as an non-profit in Pennsylvania in 2007 designed to encourage Penn State undergraduates to innovate and be entrepreneurs as well as to assist them in realizing their goals and ideas. In 2008 the Penn State administration started working with LLP to make LLP an official center within Penn State in early 2009. LLP will become an official aspect of Penn State’s strategy to achieve their university-wide goal of fostering innovation and entrepreneurship. This grant will provide funding support to Lion Launch Pad, Center for Penn State Student Entrepreneurship to achieve objectives during its first two years of operation. LLP will combine on campus office space and a local, state, national, and international mentoring network to serve LLP’s teams. LLP will work with student teams to take concepts developed in courses into sustainable business models. LLP will also develop Penn State’s entrepreneurship community through events, programs and other opportunities all geared towards involving students. LLP will provide seed funds to LLP teams, provide start-up infrastructure support, provide support of entrepreneurial pursuits and business competitions by students and develop a tool to assess LLP mentoring services and its entrepreneurship/innovation encouragement in the Penn State community.