This grant supports the development of a two-quarter undergraduate-level honors course entitled “Entrepreneurship through Innovative Interdisciplinary Projects in Technology and Community Service” to be offered in spring and fall 2007. The course entails student E-Teams partnering with a nonprofit agency to develop solutions to specific issues the agency faces. Once solutions are devised, E-Teams will assess the technical and commercial viability of the solutions themselves. The course will be taught by seven faculty members from four disciplines. During the initial implementation of the course, both students and faculty will attend a private seminar each quarter at Eureka! Ranch, a private think tank with a focus on innovation, marketing and personal leadership
This grant supports the expansion of an undergraduate course in biomedical design. The course engages undergraduate students in creative design before they reach their senior capstone course, encouraging students to develop and maintain their creativity while motivating further independent course-based learning. In the end, the course hopes to provide students with theoretical and practical design experience, an introduction to entrepreneurship in biomedical engineering, and an introduction to the discipline
This project supports the development of a two-semester course sequence for seniors focusing on design and construction to mitigate the impacts of earthquakes on residential structures in developing regions. Through lectures, guest speakers, mentorship and on-site visits, students will be introduced to structural dynamics, passive seismic control, low-tech and low-cost alternative construction techniques, value engineering and socioeconomics. The course will be made up of about fifteen engineering and architecture students divided into three or four E-Teams, each assigned an industry mentor.
The E-Teams will research and design solutions, and build and test prototypes in a Structural Control and A-seismic Research (SCARE) lab. They will document their progress in a report, including a business plan for field implementation of the proposed solution, and visit a selected community in a developing region to implement their solution.
Among the educational outcomes, students will be taught the impact of engineering solutions in a global, economic, and environmental context, with an emphasis on design to save lives in earthquake regions
With this project, NCIIA supports the creation of Developing Products and Markets for Subsistence Marketplaces, a two-course sequence in which teams of engineering and business graduate students identify a general need in the developing world, conduct market research, and develop a prototype, manufacturing plan, marketing strategy and business plan. The course will begin in the fall semester of 2006, with students focusing on setting project objectives, understanding the context they’re designing for, and learning about the process of product development. Over Thanksgiving break the teams will travel to India, the first target area of the course, to do first-hand market research, and the remainder of the semester will be spent developing specific product concepts. The spring semester will be spent working the concepts up into prototypes, and developing manufacturing, marketing, and business plans
This project seeks to create a new type of senior thesis program at the University of Virginia. Currently, over the course of a nine-month period, engineering students write an individual thesis that identifies, analyzes and offers a solution to a specific technical challenge. With this project, UVA will move away from traditional (individual) research and toward multidisciplinary student collaboration by having E-Teams develop computer applications for use in the medical field. In liaison with the university’s school of medicine, each team will identify a medical need, suggest a solution, devise and test a prototype and follow the development cycle through to commercial viability.
Four E-Teams (each with three members) will be created during the first two years. Thereafter, it is assumed that more seniors from the annual pool of 450 individuals will join E-Teams; they will be selected on a competitive basis
Microfinancing is the delivery of financial services to the economically poor on a large scale and in a sustainable manner. While this approach has been highly successful tool for fighting poverty on a global scale, the small loans ($50-$500) require loan processing and labor–intensive activities that result in high transaction costs. With this project, Lehigh will develop E-Teams focusing on the implementation of pilot microfinance technology in developing countries, beginning in Honduras. The projects will include:
A rigorous application and selection process
An international immersion trip with students and faculty mentors
Experiential learning based on tackling real problems with external clients
Multidisciplinary student teams developing technologies and technology services
With this project, faculty at Arizona State University are developing an interdisciplinary undergraduate program with a focus on nanotechnology. The program, called Nanotechnology: Perspectives and Entrepreneurial Opportunities, draws together students with backgrounds in science, business, engineering, public policy, communication, pre-law and pre-medicine and forges links with industry and the regional entrepreneurial community.
The course curriculum defines nanotechnology, explores its underlying technologies and tools, and address issues of education and public understanding. Two main points of interest are emphasized: nanotechnology per se and environmental nanotechnology. Example projects include nanobiosensing, drug delivery systems, and recovery of materials in waste prevention. Five or six E-Teams form each year and are exposed to start-up and management concepts, strategic planning, business development, sales/marketing and team building. By completion of the program, students have developed skills in generating hypotheses, problem solving, cooperative learning, teamwork, patent dvelopment, and licensing and product marketing, in addition to having an increased understanding of creativity, innovation and leadership
The Marquette University College of Engineering is developing Strategic Technology Planning and Development, a new course in the field of engineering entrepreneurship. The course focuses on developing technology that will be appropriate and available for product transfer at the moment it is needed. The course organizes students into E-Teams with the goal of producing a strategic development plan for a new technology-based business opportunity. The opportunity may be original to the team, or may derive from current college R&D programs. To stimulate commercialization of resulting opportunities, E-Teams are entered into the annual Golden Angels Network business plan contest.
Each four to six person E-Team consists of students, faculty members, and industry experts. Students learn through lectures, discussions, projects, and presentations. Once established, the course will fill a core role in the university’s Engineering Management Program
Sustainable development reconciles society’s developmental goals with the planet’s environmental limits over the long term. Although the sustainability industry is built upon the discoveries of researchers, the road from discovery to commercialization is not well known by most investigators, students, faculty members, and early-stage entrepreneurs. Additionally, many underserved student groups, such as the Hispanic and Native American populations and women, have had little exposure to sustainability science and innovation-focused careers. To address these issues, faculty from Arizona State University’s International Institute for Sustainability and the ASU Technopolis are implementing a sustainability-focused Technology and Life Sciences Entrepreneurship Course (TLSE), Sustainability Entrepreneurship, to bring together graduate and undergraduate students and faculty members, educational and entrepreneurial communities, and underserved populations and engage them in the innovation pipeline.
Course attendees—students, faculty members, and early-stage entrepreneurs from greater Phoenix—will learn basic start-up and management concepts and be exposed to strategic planning, technology roadmapping, business development, finance, intellectual property, marketing, law, product development, sales, and team building. Class members will form entrepreneurial teams to develop sustainability-focused business plans and financials, culminating with formal team presentations before a panel of industry experts, attorneys, and venture capitalists. ASU will also provide additional support for students to develop their sustainability-related projects following completion of the course
This grant supports the University of Oklahoma’s Entrepreneurial Field Studies course, developed by faculty from the College of Business’s Entrepreneurship Center, which provides students with opportunities to apply concepts mastered in previous business courses while they work to develop intellectual property generated at the university. Student E-Teams work closely with the inventor of a product or service to bring previously shelved ideas to commercialization, with the ultimate goal of increasing wealth in the state of Oklahoma. Self-forming student teams choose intellectual property projects to undertake from several local institutions, including the office of Oklahoma Technology Development (OTD), the Noble Foundation, and the Oklahoma Medical Research Foundation (OMRF). The IP selection criteria include its ability to address social issues through technologies that solve critical problems and meet basic human needs. The scope of the teams’ due diligence generally involves research into the feasibility of commercializing patented IP, market research surrounding a new IP, or the development of a business plan for new IP.
The class will has an enrollment of twenty-four students, divided into eight E-Teams. Each E-Team is composed of three graduate students and a mentor, integral to the team’s activities. The students learn entrepreneurial evaluation processes in the classroom, partially through guest speakers, then execute due diligence on their chosen product in the field, working with the inventor to determine the market applications of the invention and the opportunity and feasibility of the proposed application. At the end of the semester, student teams complete a business plan and present it to a group of panelists from venture capital and private equity firms in the culminating business plan competition. Students involved in the competition gain access to networks of successful entrepreneurs, lenders and investors, team-building opportunities, business planning skills, and media exposure. At the course’s conclusion, they may form a company or perform as marketing agents on behalf of the university’s Office of Technology Development, receiving twenty percent of gross royalties