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SAEE presentation

  1. 1. CoLABorations: Creative Entrepreneurship and Design Thinking through Cross Campus Partnerships Jennifer A. Reis Arts Entrepreneurship Minor Program Morehead State University Morehead Kentucky
  2. 2. CoLABorations: Creative Entrepreneurship and Design Thinking through Cross Campus Partnerships Innovate: Intro to Creativity and Design a course focused on creative ideation across disciplines within a marketplace context “Amazing products and inventions were created in a classroom with only 40 students. Could you imagine if every college student had to take this class? The world would change!” student testimonial
  3. 3. CoLABorations - Prologue: The Context - Ch. 1: The Charge - Ch. 2: The Course - Ch. 3: Lessons Learned - Epilogue: Student Testimonials
  4. 4. Prologue: The Context Support for STEM, Not So Much for Art & Design Applied Engineering and Technology Studios (industrial 3D printers, CNC routers, welding studio and wood shop – oh my!) Semi Barren Sculpture Studio
  5. 5. Prologue: The Context STEM Craft Academy established Fall 2015 A residential dual credit high school with a curricular focus of Regional Engagement + Entrepreneurship + Art/Design
  6. 6. Chapter I: The Charge - Serve on the “Craft Academy Curriculum Committee” as “art/design” faculty. - Develop a 200 level course to satisfy “Art and Design” component of curriculum that would be relevant to STEM students of high school age. - AND a mixed bag of actual art and design majors plus a number of Engineering Technology students as well. - Teach it to 40 people. Somewhere. - Find an engineering faculty willing to engage in a team teaching experiment. - Find an administrator willing (and enthusiastic!) to invite the “art” people in. - Embed the course within a different curricular culture – and change student thinking.
  7. 7. Chapter I: The Charge - Develop a course named “Innovate: Intro to Creativity and Design” - That would be team taught with Dr. Nilesh Joshi          - In the *brand new* 21st Century Center for Manufacturing Systems @ MSU - To develop a relationship of collaboration between disciplines, cultures & facilities - To pattern in our students - DESIGN THINKING - EMPATHY TO A REGIONAL TARGET AUDIENCE - ENTREPRENEURIAL SKILL SETS - COLLABORATIVE IDEATION METHODS - PITCHING ABILITIES - To make the connection that WE ARE ALL MAKERS WITHIN A MARKETPLACE
  8. 8. Chapter 2: The Course Course: “Innovate: Intro to Creativity and Design” 40 students in a computer lab. 50% STEM (high school), 30% A&D, 20% STEM (college) Personnel: Jennifer Reis, Instructor of Record and Curricular Leader Dr. Nilesh Joshi, CAD/3D Printing Professor Cody Garcia, teaching assistant for SolidWorks and 3D Print Tech Support
  9. 9. Chapter 2: The Course Project Based Learning - Student Learner Outcomes: - UTILIZATION OF DESIGN THINKING - INTERACTION WITH ENTREPRENEURIAL SKILL SETS - PARTICIPATION IN COLLABORATIVE and INDIVIDUAL IDEATION METHODS - EXPERIENCE IN PITCHING - COMPETENCE IN BASIC 3D CAD MODELING (SolidWorks) IDEO is the exemplar Makers is the textbook Objectified film sets the stage
  10. 10. Chapter 2: The Course Pre-Project Prep: Mental/Creative Flexibility & Case Studies - Creativity Exercises: Vase/Face, Blind Contour, Exquisite Corpse - 30 Circles Activity - “Meet Your Maker” Research & Presentations - Individual Ideation Activity – think of problem, draw a solution. - Team Ideation Activity – think of problems, pick a problem, draw a solution and pitch it. - Product/Marketplace Business Model Canvas Case Study using BACtrack.
  11. 11. Chapter 2: The Course Project 1: Introduction to CAD modeling with SolidWorks and 3D Rapid Prototyping equipment
  12. 12. Chapter 2: The Course Project 2: Utilize Individual Design Thinking to Learn Ideation Process (What’s the Problem?); Individual Concept Using CAD to Create & Pitching Concept (class voted on top 10 to be printed)
  13. 13. Chapter 2: The Course Project 3: Team Design Thinking, Concept Using CAD to Create & Make (multi part assembly), Project Based Research (STEM/design/marketplace), Business Model Canvas Structured Presentations
  14. 14. Chapter 2: The Course Project 3: Team Design Thinking, Concept Using CAD to Create & Make (multi part assembly), Project Based Research (STEM/design/marketplace), Business Model Canvas Structured Presentations
  15. 15. Chapter 2: The Course Project 3: Team Design Thinking, Concept Using CAD to Create & Make (multi part assembly), Project Based Research (STEM/design/marketplace), Business Model Canvas Structured Presentations
  16. 16. Chapter 3: Lessons Learned Administrative Logistics: Allies who are genuinely interested – Asst. Dean, Faculty and Student Support. Make sure there’s a tech person available, committed, who actually has experience working the equipment. Use the pilot as a jumping off point to have more “toy sharing” within a structured course context – like a welding studio, wood shop, rapid prototyping – same curricular model, different tools/media.
  17. 17. Chapter 3: Lessons Learned Teaching Issues: Emphasizing broad strokes of the class: design thinking for individual and collaborative ideation, empathy to regional community issues, entrepreneurial skill sets. Clarify that the class is “project based learning” over and over again. Creative disciplines/majors are used to making as learning. Not so much for STEM. Have lots of exemplars handy in your head for students to illustrate Design Thinking (Fit Bit). Loosening up STEM students with creativity exercises. Tightening empathy focus in creation process for Art & Design students (ceramic student example). Make the connection that WE ARE ALL MAKERS WITHIN A MARKETPLACE regardless of the media/discipline.
  18. 18. Epilogue: Student testimonials For me being a graphic designer I have the IDEO model into some of my personal projects I use. It has honestly made the “brainstorming” process a little easier because it allows me to see what is out there in order to make my clients project different from others out there. It also allows me to “prototype” what they are looking for and present it to them and get their feedback in order to make the project what they want to see. Jeri, A&D student
  19. 19. Epilogue: Student testimonials I think the class allowed me to see my STEM classes with a different lens. Normally the other STEM focused classes seem very straight forward and black and white, but I think the class allowed me to see that there’s a lot more going into it than just numbers and formulas. And numbers and formulas are great technically, but there’s so much more you need to be a successful engineer or scientist or whatever. Lauren, STEM student
  20. 20. Epilogue: Student testimonials I learned that entrepreneurship can begin with a broad idea that may encompass a large market and then using the business model canvas to map out the idea in terms of marketing and feasibility. The BMC really allowed me to thoroughly plan and somewhat create the idea before actually making and following through with the processes of getting a product out into the market. Adam, A&D student
  21. 21. Epilogue: Student testimonials I learned that a business is a lot just more than the advertising. In order to effectively create a business, you must have completely thought out everything that an investor could ask. This class isn’t something that should be taken lightly. Amazing products and inventions were created in a classroom with only 40 students. Could you imagine if every college student had to take this class? The world would change! Julie, STEM student
  22. 22. Questions? Jennifer A. Reis Arts Entrepreneurship Minor Program Morehead State University j.reis@moreheadstate.edu

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