Engaging Economic Development Universities Building Bridges Deirdre Meldrum, Dean ASU Ira A. Fulton School of Engineering NGA – Innovation America December 6, 2006

Contextualized Learning Entrepreneurship STEM Education Alignment Building the Toolkit

Recommendations Align University Educational and Research Environments with Changing Workforce Demands Enable New Idea Generation and Entrepreneurial Activities Take Responsibility for the Competitiveness of our Communities Align University Efforts with City, State, and Regional Economic Development Goals Universities can build bridges Universities can be bridges

Engineer 2020 Attributes (National Academies Press) Strong analytical skills Practical ingenuity Creativity (invention, innovation, think outside box, art) Craig Barrett – Ideas create wealth; Education creates jobs Good communication Business and management skills Leadership High ethical standards Professionalism Dynamism, agility, resilience, flexibility Lifelong learners

Context-Focused Curricular Options: Professional Science Masters Programs 30 credit hours of course work, 6 credit hours of internship 6 credit hours of graduate level professional development or advanced study for a total of 42 credit hours. computational biosciences biotechnology bioinformatics applied and industrial physics industrial mathematics quantitative computational finance environmental geosciences. More technical content than the MBA, More business than the science Ph.D.

Context-Focused Learning, Teaching, Research ASU Polytechnic Campus B.S. in Electronics Engineering Technology  Electronic Systems  Microelectronics  Telecommunications M.S. in Technology  Electronic Systems Engineering Technology  Instrumentation and Measurement Technology  Microelectronics Engineering Technology Example: Electronic Systems

Example: Engineering Context-Focused Learning, Teaching, Research ASU Polytechnic Campus Innovative interactive learning environment allows students to learn through realistic interdisciplinary projects and by solving relevant problems. Lecture halls are replaced with engineering design studios, emphasizing the creative aspects of engineering, teamwork and communication. Students complete engineering foundation first, then select one primary and one secondary concentration.

Example: Applied Biological Sciences Context-Focused Learning, Teaching, Research ASU Polytechnic Campus B.S. in Applied Biological Sciences  Applied Biological Sciences  Secondary Education - Biology  Urban Horticulture  Wildlife and Restoration Ecology B.I.S. (Bachelor of Interdisciplinary Studies)  Applied Biological Sciences M.S. in Applied Biological Sciences

ASU Goals Build a National Comprehensive University by 2012 Provide Access and Quality for All Establish National Standing for Colleges and Schools Enhance our Local Impact and Social Embeddedness Bachelor of Applied Science Programs Williams Area Development Partnership Osher Lifelong Learning Institute Polytechnic Exemplars Polytechnic Exemplars School of Educational Innovation & Teacher Preparation: The Next Generation Morrison School of Management & Agribusiness: Enterprise and Prosperity College of Social Sciences & Humanities: Understanding And Awareness University College: Exploration; Engagement and Outreach School of Health Sciences & Technologies: Healthy Living Arizona Real Estate Center Project Lead the Way PolyTechCompetencies Center for Infectious Diseases and Vaccinology/ Biodesign Institute Applied Cognitive Sciences Arizona Alternate Emergency Operations Center Aeronautical Management Technology Healthy Lifestyles Institute Applied Psychology Family History Project Polytechnic Exemplars Polytechnic Exemplars Applied Innovation Center Physical Activity, Nutrition & Wellness Agribusiness Applied Biotechnology Interdisciplinary Science & Technology Building III Arizona Rural Systemic Initiative Project excellence Professionally Accredited Programs Global Technology & Development Center

Entrepreneurship in the University Entrepreneurship in the Community Faculty: Understand the importance of risk-taking to innovation Have the knowledge, skills, networks, and support to take risks, be innovative, and pursue entrepreneurship opportunities. Students: Have the knowledge and skills necessary to be successful entrepreneurs and are recognized for their entrepreneurial work. The University: Is recognized as an entrepreneurial institution by current and potential students, local and global partners, and investors. The Community: Embraces a culture of innovation and is empowered, with support from the university, to develop and realize entrepreneurial ideas.

Internal ASU Technopolis InnovationSpace Masters Consulting Group Honors Consulting Spirit of Enterprise Center Edson Student Entrepreneur Initiative Technology Venture Clinic Global Resolve School of Global Management & Leadership Barrett Honors College coursework Fulton Entrepreneurial Programs Office MBA Technology focus W. P. Carey Small Business Certificate for Majors Polytechnic Small Business Minor Classroom Experience Combined ExperienceBusiness Outreach University - Business Projects External W. P. Carey Entrepreneurial Coursework Draft February 2006 Empowering Entrepreneurs

Arizona Technology Enterprises ASU AZTE works with university inventors and industry to transform scientific progress into products and services. AZTE provides technology transfer services, technology assessment, product development expertise, marketing capabilities, management and operations skills, and assists university spin-outs with licensing/partnering, capital formation and strategic business development. The Edson Student Entrepreneur Initiative The Edson Initiative provides funding, office space and training for teams of students across the university to explore their innovative ideas for business products and services in partnership with faculty, researchers and successful entrepreneurs from both the academic and private sectors. The program helps students build enterprises large or small, for-profit or not-for-profit, domestic or global. Entrepreneurship for Growth

Empower faculty to be entrepreneurial by increasing flexibility and knowledge Increase access and visibility for ASU students and the external community Generate unique and interdisciplinary entrepreneurial scholarship Develop an entrepreneurship model for the Phoenix metropolitan area Make ASU a leader in developing models for taking ideas to the marketplace Entrepreneurship is the means through which knowledge is transformed into action. Entrepreneurship for Cultural Change

STEM Education for Competitiveness Focus on Systemic Change Universities Taking Responsibility Partnering Across Sectors Partnering Across Disciplines

Students Taking Calculus Approximately 87% of Japanese high school students take calculus before they graduate Approximately 17% of US high school students take calculus before they graduate STEM Education for Competitiveness The current state Natural Science & Engineering Degrees per year-olds Source: OECD, Education at a Glance, and national resources Singapore secondary math teachers have a higher starting salary than a Singapore starting engineer US secondary math teachers earn $18,000-$35,000 less than a starting US engineer Teacher Pay

CRESMET leads research and outreach projects that include educators, scientists, mathematicians and engineers in universities, community colleges, K-12 schools, industry, and state and national education organizations. The Center is a collaboration of ASU’s College of Liberal Arts and Sciences, College of Education, and Ira A. Fulton School of Engineering. ASU’s Office of the Provost and Office of the Vice President for Research & Economic Affairs also provide critical support. Grants from the National Science Foundation and other federal sources, the Arizona Board of Regents, and corporations and foundations support much of CRESMET’s work. Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET)

Arizona Initiative in Math & Science Education (AZIMASE) Teacher Recruitment & Preparation Provide public-private partnerships for science, math and engineering professionals to transition into teaching Require prospective middle school teachers to complete a “minor concentration” in at least one subject and require more knowledge of math, science, and engineering for all elementary and middle school teachers Teacher Professional Development Accelerate the in-service teacher professional development Develop state-funded and required program of sustained research-based professional development for math and science teachers in all Arizona school districts Institute new incentives for math and science teachers Public Education Create public education campaigns to attract students to science, math and engineering majors and careers in teaching Mathematicians & Scientists Engage more mathematicians and scientists in curriculum development, teacher professional development, and mentoring of students Accelerated Magnet Academies Establish year-round residential Arizona Math & Science Magnet Academy for talented students at each of the state’s four-year public universities Counseling Support school counselors with information and tools to encourage students to take more math and science and consider science and technology careers.

Alignment for Access Distributed Programs OnlineKyrene Unified School District Dine Community CollegePhoenix Elementary School District Navajo NationIsaac School District TempeGlendale Elementary School District PhoenixTempe Union High School District TucsonGilbert Unified School District ScottsdaleParadise Valley Unified School District Mesa/Chandler/GilbertCartwright Elementary District Glendale/PeoriaRoosevelt School District ChinaFlagstaff MexicoCave Creek/Fountain Hills IndiaDowntown Phoenix Municipalities ASU (all sites + Research Park) Local EmployersSouthwest Human Development Central Arizona College (all sites)

Nursing ASU has ABOR approval to accept up to 75 lower division credit hours from MCCCD nursing programs RN to BSN program only 336 students enrolled BIS in Organizational Studies ASU has ABOR approval to accept up to 75 lower division credit hours from MCCCD/Rio Salado. All services will be provided on-line using Rio’s electronic student file (ESF) system – and then transition to ASU on-line when transfer complete 26 students enrolled Teacher Education (TEALL) 64 credit transfer program – requires completion of the Assoc. Arts in Elementary Education (AAEE) Guarantees MCCCD student admission to one of ASU’s professional teacher programs at one of the 3 campuses 210 students enrolled Manufacturing Technology 60 credit degree program block transfer to ASU’s Polytechnic BAS program Focus is on moving students from certificates, to AAS degrees, to BAS degrees while working in the profession Launch Spring 2007 Honors Students will receive $2,000 scholarship, for two years at ASU Strong ties to Barrett, The Honors College Event programming for current MCCCD students in progress 168 students enrolled Additional 66 students from pilot group enrolled at ASU this Fall 2006

Fall 2006: Early Childhood Education & BIS in Organizational Studies Education courses will be delivered both at CAC and ASU Polytechnic; both ASU and CAC faculty are working together to mentor/monitor students. Targets working professionals who are seeking B-Grade 3 certification. Additional courses offered through ITV and/or on-line by Fall BIS Courses will be made available to CAC students starting Fall 2006 either in person at the Coolidge campus, or on-line. A needs assessment will be conducted with interested students to determine their preferred mode of course delivery (live, at CAC, or on-line). Special Education – Spring 2007 Spring 2007: Polytechnic will begin offering the professional Special Education program to CAC students. Honors – Fall 2007 Will target CAC’s Academic Scholarship students who have a 3.75 GPA or higher Will provide $2,000 scholarships, for two years Secondary Education and Nursing programs: in planning stages BSN to be offered in Pinal County. ASU/Central Arizona College Transfer Advantage Partnership (TAP)

ASU/Yavapai College Transfer Advantage Partnership (TAP) General: MOU was signed in August 2006 Fall 2006 BAS in Fire Science – courses available at YC campuses BAS Agribusiness – courses delivered via ITV at YC campus Spring 2007 BAS in Law Enforcement and EMS - courses offered at YC campus BIS in Organizational Studies – courses offered on-line Fall 2007 Honors Urban Horticulture – courses offered by Polytechnic Campus Environmental Tech Management – courses offered by Polytechnic Campus Fall/Spring 2007/2008 SED Biology & Math – proposing an on-line Secondary Education program that would allow students to remain in Chino Valley/Prescott.

Alignment for Innovation ASU Technopolis ASU Technopolis offers a series of in-depth, high-quality, rigorous programs that educate, coach and connect innovators and entrepreneurs. ASU Technopolis’ program offerings include: Launch Pad, Launch Prep Entrepreneurship Course, in-depth workshops, and mentoring programs. Over 450 entrepreneurs trained; representing 275 companies –31% have some connection to ASU Over 650 experts volunteer as lecturers, coaches and mentors Over $67 million received for ASU Technopolis companies –$38 million + in grants/contracts –$29 million in investment dollars

Alignment for Innovation Other examples Innovation Space –Schools of Design, Engineering, and Business –Produce development studio course to build engineering prototypes, create business plans, and communicate to clients Entrepreneurial Programs Office –Courses for undergraduates and graduates in entrepreneurial concepts & opportunities –Organizes ASU’s representation in the Intel-Berkeley Technology Entrepreneurship Challenge (one of five universities in world to participate) Leadership for Educational Entrepreneurs Program –Master’s program for charter school leaders to gain education & business skills to increase student achievement –Bridges College of Teacher Education and Leadership Program and School of Global Management and Leadership business degrees

Alignment for Community Engagement and Economic Development W. P. Carey School of Business Ira A. Fulton School of Engineering College of Liberal Arts and Sciences College of Design Barrett Honors College Herberger College of Fine Arts College of Education School of Global Management and Leadership East College College of Public Programs University College Edson Student Entrepreneur Initiative 185 new venture concept proposals submitted since students on 34 ventures from: Future Expansion

Alignment for Community Engagement and Economic Development SkySong The ASU Scottsdale Innovation Center, is designed to be a global focal point for technological innovation, cross-disciplinary collaboration, and entrepreneurial ventures. A collaboration of the City of Scottsdale, developers, and Arizona State University, the 1.2 million-square-foot center will build networks between ASU innovations, regional progress, and the global technology industry. ASU Downtown Phoenix Campus A collaboration among the University, City, and State, the Downtown Phoenix campus is geared toward students attracted to service- oriented careers. It offers degree programs that focus on serving the city, whether it is improving its citizens' health, addressing the community's social and economic needs, teaching the youth or informing residents on key issues. It is explicitly helping to economically and culturally reinvigorate Phoenix’s traditional downtown.

Alignment of Investment Aligning: State Investment Municipal Investment Private Investment Institutional Investment Economic Development Priorities $440M State Investment in Research Infrastructure $50M Piper Trust Investment in Talent Attraction $35M State Investment in Science Foundation Arizona $100M to attract TGEN Together with: Private investment in Science Foundation Arizona Private investment in Universities and Research Institutions Attraction of and Investment in Science-Oriented Companies and Entrepreneurs

Recommendations - recapitulation Align University Educational and Research Environments with Changing Workforce Demands Enable New Idea Generation and Entrepreneurial Activities Take Responsibility for the Competitiveness of our Communities Align University Efforts with City, State, Regional Economic Development Goals Universities can build bridges Universities can be bridges