This planning grant supports Drexel University in integrating E-Teams into its senior design capstone courses. Currently, the projects are often single-discipline academic exercises, and despite being a co-op university with strong industry relationships and entrepreneurship programs, industry involvement is limited and students rarely pursue ventures. This grant will help encourage multidisciplinary E-Teams by making the courses college-wide, involving sponsorships and partnerships with industry, and integrating entrepreneurship through training, process streamlining, and College of Business partnerships.
This grant supports the integration of E-Teams into a course in the School of Electrical Engineering and Computer Science at Oregon State University. Currently, computer science and business students identify market opportunities and write business plans, but rarely follow through to develop products and create start-ups. This grant brings a focus on commercialization by enabling students to develop collaborations that focus on promising IP from several western universities via a networking- and opportunity-seeking process at a week-long annual conference. E-Teams consist of a computer science undergraduate, a business undergraduate, a graduate student (and originator of the commercializable research) and industry mentors. The students’ senior year is spent preparing to pursue a start-up after graduation. This includes creating a prototype, fleshing out a business plan, and competing for investment funding.
This planning grant supports the development of a third-year undergraduate elective course within the Entrepreneurship Concentration at Northeastern University. The goal of the course is to accelerate the rate of deployment of social innovations and to increase the success rate of products actually reaching their intended markets. The plan is to combine the use of design principles with an experiential learning component. In the course, E-Teams will create startup business models for context-driven social technology innovations, as well as growth business models for existing local or international social enterprises.
University of North Carolina at Charlotte, 2011 - $41,250
This grant supports the creation of a certificate in entrepreneurship at UNC Charlotte, including a new course, Introduction to Innovation and Entrepreneurship, and the modification of several existing courses. To earn the certificate, Electrical and Computer Engineering (ECE) students take five courses over two years and work with a team on a faculty- or student-generated entrepreneurial project. The goal of the certificate is to provide students with an opportunity to take the lead on the commercialization of a product.
Virginia Polytechnic Institute and State University, 2011 - $8,000
This grant supports the planning process behind the creation of the Innovation and Entrepreneurship Residential Community (IERC), a residence hall at Virginia Tech in which students from diverse disciplines will collaborate to create new businesses, especially those addressing the “grand challenges”: clean drinking water, improved healthcare and education, and clean energy. The residence hall will feature spaces dedicated to supporting discovery as well as programmatic and curricular initiatives, including a three-credit course. The new course, called, Innovation and Entrepreneurship, will provide an introduction to the grand challenges, team dynamics, and entrepreneurship.
University of Illinois at Urbana-Champaign, 2011 - $41,000
The University of Illinois at Urbana-Champaign has a set of courses that encourage engineers to become more innovative and to generate ideas that have the potential to be breakthrough new products. This grant supports the molding of those courses into a coherent whole, called the Illinois Innovation Certificate. The program is a 21-hour certificate with substantial co-curricular engagement in problem finding, problem understanding and inventing potential solutions to the problems. The initial goal is to have fifteen students accepted into the program in fall 2012, with twenty-five per year accepted in each subsequent year. The ultimate goal is to move from a certificate program to an established minor.
University of Alabama at Birmingham, 2011 - $24,000
This grant supports the creation of the Invention 2 Innovation (i2i) program at the University of Alabama at Birmingham (UAB). The i2i program creates E-Teams by pairing students and faculty in the UAB Life Science Entrepreneurship Program with local business mentors engaged by the Birmingham Business Alliance, the leading local business advocacy group. These teams are looking to bring to market UAB Research Foundation technology assets with high commercial potential. The i2i program is acting as a feeder program to the Alabama Launchpad, which provides a five-month program of coaching, support and fundraising opportunities for student startups.
This grant supports the scaling up of Medical Device Design, a new course at Harvard focused on the design of medical devices to address needs identified by clinicians from Harvard-affiliated hospitals. The course was piloted in the spring of 2011; two of the four teams that formed during the class filed provisional patents. NCIIA funding is being used to: improve the quality of projects selected for participation in the course; improve the clinical immersion experience for both students and physicians; run a pilot global immersion experience; expand the focus of the class to include biomaterials design; develop instructional open-source kits for medical device development; and create a healthcare innovation ecosystem to support students in translating their projects into products. These six improvements are enabling the generation of a larger number of medical device E-Teams at Harvard.
Massachusetts Institute of Technology, 2011 - $32,000
This grant supports the creation of a new course, the Sana eHealth Lab, in which cross-disciplinary teams of students from MIT and cross-registered students from Harvard engage international teams of students in partner universities with the goal of developing new businesses in health information and mobile technology to improve the quality of care in resource-poor settings. Using an open-source platform, students design solutions to problems brought to them by partner organizations in developing countries. The course includes weekly case studies and class discussion with leading experts in the field and practical workshops on how to partner with key stakeholders, how to craft and deliver project pitches, and how to write successful grant applications. Students are encouraged to apply to funding sources at MIT through the Public Service Center, Deshpande Center, Legatum Center, and the MIT $100k and IDEAS competitions.