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CoLABorations: Creative Entrepreneurship

and Design Thinking through Cross Campus Partnerships

Jennifer A. ReisArts Entrepreneurship Minor Program

Morehead State UniversityMorehead Kentucky

CoLABorations: Creative Entrepreneurship and Design Thinking

through Cross Campus Partnerships

Innovate: Intro to Creativity and Designa 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

CoLABorations

- Prologue: The Context- Ch. 1: The Charge- Ch. 2: The Course- Ch. 3: Lessons Learned- Epilogue: Student

Testimonials

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

Prologue: The Context

STEM Craft Academy established Fall 2015A residential dual credit high school with a curricular focus ofRegional Engagement + Entrepreneurship + Art/Design

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.

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

Chapter 2: The CourseCourse: “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 LeaderDr. Nilesh Joshi, CAD/3D Printing ProfessorCody Garcia, teaching assistant for SolidWorks and 3D Print Tech Support

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 exemplarMakers is the textbookObjectified film sets the stage

Chapter 2: The CoursePre-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.


Project 1: Introduction to CAD modeling with SolidWorks and 3D Rapid Prototyping equipment


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)


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

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.

Chapter 3: Lessons LearnedTeaching 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.

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


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


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


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

Questions?

Jennifer A. ReisArts Entrepreneurship Minor Program

Morehead State University

[email protected]

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